AIM

(Third Reader, page 60)

To lead the pupils to appreciate the beauty of an apple orchard in the spring and the music of the language used in describing it.

This lesson should be taken when the apple orchards are in bloom. The teacher should prepare the pupils for it, by asking them to observe the blossoms, their colours and odours, the songs of the birds, and the sounds of the streams.

Read the poem describing these. What is the main theme of the lesson? The poet tells us how much we have missed if we have not "seen an apple orchard in the spring".What is his theme in the first three stanzas? The beauty of an apple orchard.What, in the last stanza? His memory of it.In what order does he describe the blossoms? In the first stanza, the buds are turning white; in the second, they are unfolding; and in the third, the petals are dropping.Where does the author suppose the reader to be standing, in the first stanza? Outside the orchard, where it is possible to see "the spreading trees" and all the orchard at once.Where, in the next two stanzas, is he supposed to be? He is plucking the blossoms and walking under the trees.What senses are appealed to in the first stanza? Sight—"seen an apple orchard". Hearing—"mavis sings its story".What senses are appealed to in the second stanza? Touch—"plucked the apple blossoms", "touch them a delight". Smell—"caught their subtle odours". Sight—"Pink buds pouting at the light", "Crumpled petals baby white".What senses are appealed to in the third? Sight—"pink cascades". Hearing—"silver brooklets brawling", "cuckoo bird soft calling".Show the appropriateness of "hoary", "wealth of promised glory", "pouting", "pink cascades", "silver brooklets brawling", "wonder of the spring", "precious", "tender".What Canadian birds could be substituted for the mavis and the cuckoo? The robins, warblers, and goldfinches.

Read the poem describing these. What is the main theme of the lesson? The poet tells us how much we have missed if we have not "seen an apple orchard in the spring".

What is his theme in the first three stanzas? The beauty of an apple orchard.

What, in the last stanza? His memory of it.

In what order does he describe the blossoms? In the first stanza, the buds are turning white; in the second, they are unfolding; and in the third, the petals are dropping.

Where does the author suppose the reader to be standing, in the first stanza? Outside the orchard, where it is possible to see "the spreading trees" and all the orchard at once.

Where, in the next two stanzas, is he supposed to be? He is plucking the blossoms and walking under the trees.

What senses are appealed to in the first stanza? Sight—"seen an apple orchard". Hearing—"mavis sings its story".

What senses are appealed to in the second stanza? Touch—"plucked the apple blossoms", "touch them a delight". Smell—"caught their subtle odours". Sight—"Pink buds pouting at the light", "Crumpled petals baby white".

What senses are appealed to in the third? Sight—"pink cascades". Hearing—"silver brooklets brawling", "cuckoo bird soft calling".

Show the appropriateness of "hoary", "wealth of promised glory", "pouting", "pink cascades", "silver brooklets brawling", "wonder of the spring", "precious", "tender".

What Canadian birds could be substituted for the mavis and the cuckoo? The robins, warblers, and goldfinches.

Lead the pupils to examine the arrangement of the rhythm and the refrain, so that they will appreciate the music of the verse. Let each pupil show his appreciation by reading the stanza he likes best.

(Third Reader, page 223)

The teacher should require the pupils to read the lesson through and then to reproduce its main incidents without any regard to their allegorical significance. Such headings as the following might be suggested by the pupils, and these would serve to guide in this reproduction:

1. Daffydowndilly's dislike of the schoolmaster

2. His decision to run away from school

3. His meeting with the stranger who accompanies him on his journey

4. The haymakers

5. The carpenters

6. The soldiers

7. The merry-makers

8. His discovery of his companion's identity

9. The lesson that he learned.

Having thus obtained the literal meaning of the story—a matter of little difficulty—it remains to get its deeper significance. It is hardly probable that many pupils will be disposed to regard the story as literally true, yet few will be likely, upon a first reading, to see the principle that underlies it. In order to arrive at this, the teacher may proceed as follows:

Are there any parts of the story that strike you as improbable? (1) The reference to Mr. Toil's long residence upon the earth. (2) The frequent meetings with Mr. Toil's brothers. (3) Daffydowndilly's slowness in discovering another brother in the person of his companion. (4) Their travelling all day in a circle.If the story is literally untrue or improbable, what object might Hawthorne have had in view in writing it? Perhaps he wished to teach some lesson; perhaps there is a meaning hidden beneath the story.Let us discover what that hidden meaning is? What does the name "Toil" suggest to you? Work.What, then, may Mr. Toil represent? Work.And what may his brothers represent? Different kinds of work.With this idea in mind, we shall now try to understand what each adventure really means. How are we prepared for Daffydowndilly's troubles with the schoolmaster and for his later unpleasant experience? The author tells us that he "took no delight in labour of any kind".What flower did he resemble? The daffodil. The boy's name is another form of the name of the flower.In what respect is he said to resemble a flower? He "loved to do only what was beautiful and agreeable, and took no delight in labour of any kind".Why is Mr. Toil first represented as a schoolmaster? Because it is at school that a boy is first introduced to real work. (This might be given a still more extended meaning. The school represents the preparation for our future vocation, whether it be in the school-room, or in an apprenticeship, or elsewhere. This involves hard work, and hence is, to some extent, at least, unpleasant.)What is meant by saying that Mr. Toil "had done more good ... than anybody else in the world"? Work does everybody good: (1) It keeps us out of mischief. Criminals often become so because of the lack of profitable employment. (2) It improves character. The people of the best and strongest character are those who have had to work hard.(3) It makes the world happier. The most miserable people are those who have nothing to do."A very worthy character." Is "character" used in its usual sense here? It usually means what a person reallyis.(Distinguish "character" and "reputation".)Explain what is meant by saying that "he had dwelt upon earth ever since Adam was driven from the garden of Eden". Ever since that time man has had to work. God said to Adam (Genesis iii, 19), "In the sweat of thy face shalt thou eat bread".Why is Mr. Toil represented as being such a disagreeable person? Because, to some people, work has many unpleasant features.Any activity that has no compulsory elements in it is no longer work, but play. What is the real meaning of the paragraph describing the schoolmaster's method of discipline? The work of the school-room, being compulsory, and therefore disagreeable to idle boys, becomes exceedingly painful when long continued.Contrast Daffydowndilly's previous life with his experience at school. Brought up under the indulgence of his mother, his life had been very pleasant. Now, introduced to real work, he finds life very unpleasant.What gives us a suggestion as to the identity of the stranger whom Daffydowndilly met on the road? We are told that he was "trudging" "along the road", and that his voice "seemed hard and severe".Why is "trudging" a better word than "walking"? It suggests effort, and hence work.How does the form of the question, "Whence do you come so early, and whither are you going?" harmonize with the description of the stranger?We are told that he had a "grave and sedate appearance", and the somewhat stilted form of the question is quite in harmony with this description.Why had his voice "a sort of kindness in it"? Because moderate work, such as this walking early in the day, is not altogether unpleasant.Explain "ingenuous disposition". How does Daffydowndilly show this?What made his discovery of Mr. Toil among the labourers in the hayfield so unexpected? The circumstances and surroundings—"the sunshine", "the blue sky", the singing birds, the fragrant hay—were so pleasant that it was hard to see how anything so unpleasant as work could intrude there.Why is Mr. Toil recognized in the owner of the field rather than among the labourers? In directing the activities of the men, as well as working himself, he is performing the most arduous labour of all.Why does the stranger say the farmer is a "more disagreeable man" than his brother, the schoolmaster? Because the activities of farm life are more laborious than those of the school-room.What expression that takes the form of a proverb is used in describing this incident? "To make hay while the sun shone."Distinguish its meaning, as the author uses it, from its meaning as a proverb. The author uses it in its literal meaning. The farmer must make the most of fine weather and sunshine in curing ("making") his hay, for, if rain comes after it is cut, it will be more or less injured. Used as a proverb, the expression means that one should seize the opportunities presented and make the most of them.What does Hawthorne mean by placing a Mr. Toil at the head of the company of soldiers? Military movements, though very attractive to the eye, really involve work. Soldiers find their activities very toilsome, especially after the novelty has worn off.Why is Mr. Toil placed even among the dancers? The pursuit of pleasure soon becomes wearisome, and hence toilsome.Why is the fiddler represented as a Frenchman? France, as a whole, is reputed to be the gayest and sprightliest of nations.What is meant by saying that "those who have known him best think him still more disagreeable than his brothers"?Those who devote themselves entirely to the pursuit of pleasure find it more toilsome and disagreeable than ordinary work. People frequently say, after a day given up to pleasure, that they are more tired than if they had worked hard all day.In which of the incidents of the story does it seem least likely that Mr. Toil would be met with? In the incident of the merry-makers.In which, most likely? The incident of the haymakers.How has Hawthorne apparently arranged Daffydowndilly's experiences? He has so arranged them that in each successive incident we are more surprised at meeting with Mr. Toil. Each one seems to promise less probability of his presence than the preceding.Why had Daffydowndilly not recognized his companion before? His voice had been kind and his manner agreeable in the early stages of the journey.Interpret this as has been done in the case of the other incidents. The early part of Daffydowndilly's journey had been pleasant, owing to the freedom from school and the interesting experiences by the way. But, as the day drew on, he gradually grew tired, and then it was that he recognized that walking is work.What lesson did he learn? That he could not get away from work. It is to be found everywhere, in the most unexpected places, and one cannot escape from it by changing his occupation.What is meant by Daffydowndilly's finding Mr. Toil's ways more agreeable upon better acquaintance? When he grew accustomed to his work, he found that it was not so very unpleasant after all; "that diligence is not a whit more toilsome than sport or idleness".What is Mr. Toil's "smile of approbation"? The consciousness of work well done.

If the story is literally untrue or improbable, what object might Hawthorne have had in view in writing it? Perhaps he wished to teach some lesson; perhaps there is a meaning hidden beneath the story.

Let us discover what that hidden meaning is? What does the name "Toil" suggest to you? Work.

What, then, may Mr. Toil represent? Work.

And what may his brothers represent? Different kinds of work.

With this idea in mind, we shall now try to understand what each adventure really means. How are we prepared for Daffydowndilly's troubles with the schoolmaster and for his later unpleasant experience? The author tells us that he "took no delight in labour of any kind".

What flower did he resemble? The daffodil. The boy's name is another form of the name of the flower.

In what respect is he said to resemble a flower? He "loved to do only what was beautiful and agreeable, and took no delight in labour of any kind".

Why is Mr. Toil first represented as a schoolmaster? Because it is at school that a boy is first introduced to real work. (This might be given a still more extended meaning. The school represents the preparation for our future vocation, whether it be in the school-room, or in an apprenticeship, or elsewhere. This involves hard work, and hence is, to some extent, at least, unpleasant.)

What is meant by saying that Mr. Toil "had done more good ... than anybody else in the world"? Work does everybody good: (1) It keeps us out of mischief. Criminals often become so because of the lack of profitable employment. (2) It improves character. The people of the best and strongest character are those who have had to work hard.(3) It makes the world happier. The most miserable people are those who have nothing to do.

"A very worthy character." Is "character" used in its usual sense here? It usually means what a person reallyis.

(Distinguish "character" and "reputation".)

Explain what is meant by saying that "he had dwelt upon earth ever since Adam was driven from the garden of Eden". Ever since that time man has had to work. God said to Adam (Genesis iii, 19), "In the sweat of thy face shalt thou eat bread".

Why is Mr. Toil represented as being such a disagreeable person? Because, to some people, work has many unpleasant features.

Any activity that has no compulsory elements in it is no longer work, but play. What is the real meaning of the paragraph describing the schoolmaster's method of discipline? The work of the school-room, being compulsory, and therefore disagreeable to idle boys, becomes exceedingly painful when long continued.

Contrast Daffydowndilly's previous life with his experience at school. Brought up under the indulgence of his mother, his life had been very pleasant. Now, introduced to real work, he finds life very unpleasant.

What gives us a suggestion as to the identity of the stranger whom Daffydowndilly met on the road? We are told that he was "trudging" "along the road", and that his voice "seemed hard and severe".

Why is "trudging" a better word than "walking"? It suggests effort, and hence work.

How does the form of the question, "Whence do you come so early, and whither are you going?" harmonize with the description of the stranger?

We are told that he had a "grave and sedate appearance", and the somewhat stilted form of the question is quite in harmony with this description.

Why had his voice "a sort of kindness in it"? Because moderate work, such as this walking early in the day, is not altogether unpleasant.

Explain "ingenuous disposition". How does Daffydowndilly show this?

What made his discovery of Mr. Toil among the labourers in the hayfield so unexpected? The circumstances and surroundings—"the sunshine", "the blue sky", the singing birds, the fragrant hay—were so pleasant that it was hard to see how anything so unpleasant as work could intrude there.

Why is Mr. Toil recognized in the owner of the field rather than among the labourers? In directing the activities of the men, as well as working himself, he is performing the most arduous labour of all.

Why does the stranger say the farmer is a "more disagreeable man" than his brother, the schoolmaster? Because the activities of farm life are more laborious than those of the school-room.

What expression that takes the form of a proverb is used in describing this incident? "To make hay while the sun shone."

Distinguish its meaning, as the author uses it, from its meaning as a proverb. The author uses it in its literal meaning. The farmer must make the most of fine weather and sunshine in curing ("making") his hay, for, if rain comes after it is cut, it will be more or less injured. Used as a proverb, the expression means that one should seize the opportunities presented and make the most of them.

What does Hawthorne mean by placing a Mr. Toil at the head of the company of soldiers? Military movements, though very attractive to the eye, really involve work. Soldiers find their activities very toilsome, especially after the novelty has worn off.

Why is Mr. Toil placed even among the dancers? The pursuit of pleasure soon becomes wearisome, and hence toilsome.

Why is the fiddler represented as a Frenchman? France, as a whole, is reputed to be the gayest and sprightliest of nations.

What is meant by saying that "those who have known him best think him still more disagreeable than his brothers"?Those who devote themselves entirely to the pursuit of pleasure find it more toilsome and disagreeable than ordinary work. People frequently say, after a day given up to pleasure, that they are more tired than if they had worked hard all day.

In which of the incidents of the story does it seem least likely that Mr. Toil would be met with? In the incident of the merry-makers.

In which, most likely? The incident of the haymakers.

How has Hawthorne apparently arranged Daffydowndilly's experiences? He has so arranged them that in each successive incident we are more surprised at meeting with Mr. Toil. Each one seems to promise less probability of his presence than the preceding.

Why had Daffydowndilly not recognized his companion before? His voice had been kind and his manner agreeable in the early stages of the journey.

Interpret this as has been done in the case of the other incidents. The early part of Daffydowndilly's journey had been pleasant, owing to the freedom from school and the interesting experiences by the way. But, as the day drew on, he gradually grew tired, and then it was that he recognized that walking is work.

What lesson did he learn? That he could not get away from work. It is to be found everywhere, in the most unexpected places, and one cannot escape from it by changing his occupation.

What is meant by Daffydowndilly's finding Mr. Toil's ways more agreeable upon better acquaintance? When he grew accustomed to his work, he found that it was not so very unpleasant after all; "that diligence is not a whit more toilsome than sport or idleness".

What is Mr. Toil's "smile of approbation"? The consciousness of work well done.

Tell the pupils that this story is an Allegory. They have probably read other stories of a similar nature, and may be asked to frame a simple definition. An Allegory is a story, not literally true, containing incidents thathave a deeper meaning than is apparent on the surface. Its purpose is to teach some moral truth or universal principle. It differs from the Parable in being longer and more complex.

When the pupils reproduce the story, it will be well to adhere to the allegorical form, and not attempt to give its significance.

(Third Reader, page 285)

To lead the pupils to appreciate the importance of details in the construction of a story.

The teacher will have told the pupils a few facts about Beethoven and, if possible, will have shown them his picture. He will also have asked them to read the lesson at home and become familiar with the story.

What is the main point in the story? The circumstances under which the musician wrote the "Moonlight Sonata".What is a sonata? It is a musical composition which consists of movements fast or slow, sad or playful, according to the varying mood of the composer.Where was the scene? In Bonn in Prussia.When? On a moonlight winter's evening.Who were the two persons? Beethoven and the writer.Notice that these three important facts are all told briefly at the beginning.Why had the writer called on the musician? He wished to take him for a walk and afterwards take him home with him to supper.Had he any reason except the desire for Beethoven's company? Yes, Beethoven's health was not good, his hearing was becoming impaired, and the writer evidently thought he needed rest and recreation. These circumstances led to an important result.What happened next? In passing through a narrow street, Beethoven heard some one playing his "Sonata in F".What were his feelings? Surprise to hear it in such a place and delight at the excellence of the playing.How did he show his feelings? By exclamations, questions, and short sentences.What is told in the next three paragraphs? They describe a conversation.Who are speaking? A brother and sister.What are they saying? The sister is lamenting that she cannot "go to the concert at Cologne" and her brother reminds her of their poverty. Then she wishes that "for once in her life" she "could hear some really good music".What happens next? Beethoven decides to enter the house.How does the writer impress this fact on the reader? By giving the argument between himself and Beethoven.What were the latter's reasons? The player had "feeling, genius, understanding", and these qualities are so rarely found that Beethoven could not neglect them.Explain these terms. The player showed refined feeling in her interpretation of the music, genius in her skill on the piano, and thorough understanding of the composer's purposes in the composition.Was it only for his own pleasure that the composer entered? No, he wished to give pleasure to one who could so well appreciate his work.Describe the scene. A young shoemaker is seated at his work. He is pale from the effects of confinement and toil. A young girl with an abundance of light hair is leaning on an "old-fashioned piano".What does this piano show? That their parents had very probably been lovers of music, and the piano may have been an heirloom.What comes next? The musician explains the reasons for his intrusion.How did the brother look upon it? The young man seemed annoyed at first.How was this annoyance overcome? The manner of Beethoven was so comical and pleasant that the young man's annoyance passed away.How had Beethoven addressed the brother and sister? His manner was very confused. He wished to conceal his name, and yet wished to give pleasure to the young girl.How does he show his confusion? The sentences "I, I also ... play for you", are such halting ones. He does not make his sentences complete.What was the next part of the conversation? The young man tells Beethoven that the "piano is so wretched" and they "have no music".What is the purpose of this statement in the story? It shows Beethoven that the young girl is blind and plays these difficult compositions by ear.How had she learned to play this Sonata? She had heard a lady "practising" it, and "walked to and fro" in front of the house in order "to listen to it".What does this show? What a love of music and wonderful natural ability the young girl possessed.What is the next action in the story? Beethoven plays.Why did he play better than he had often done before large audiences? He realized how greatly his work was appreciated; and he was deeply touched by the thought of the young girl's blindness, her poverty, her skill, and her passion for good music.What trifling occurrence now affects the story? The last candle in the house burned out, so the writer opened the shutters and admitted "a flood of brilliant moonlight".What effect had this upon the composer? It changed the current of his thoughts and feelings.How did he appear? "His head dropped upon his breast", and "his hands rested upon his knees".What is the next action? The young shoemaker asks Beethoven who he is.What did the composer answer? "He played the opening bars of the Sonata in F." This revealed his name. The writer says that the young people "covered his hands with tears and kisses".What were their feelings? Their actions were expressions of their affection and admiration.What takes place next? The brother and sister beseech him to play "once more".What description is given here? Beethoven's appearance in the moonlight.Describe him. He was very "massive" in size, his head was large and his features strong, and the light from the moon encircled his head. (Produce a picture, if possible, of Beethoven.)Did he agree to play again? Yes, he said he would "improvise a Sonata to the Moonlight".What does "improvise" mean? He would compose the music as he played.Had this any relation to what goes before? Yes, the writer has told us how thoughtful he had been when the moonlight first streamed into the room. Now he is going to express his thoughts and feelings through the tones of the piano.We said at the beginning that a Sonata was a musical composition consisting of various movements. What are the movements? In this case there is first, "a sad and infinitely lovely movement", then, "a wild, elfin passage in triple time", and lastly, "a breathless, hurrying, trembling" close.Let us examine this description of the "Moonlight Sonata" more closely. What did the moonlight suggest to Beethoven? "Spirits" dancing in the moonlight.What does the first movement suggest? The "moonlight" flowing "over the dark earth".What does the second movement suggest? The wild dance of the "spirits on the lawn".What does the last suggest? "Flight", "uncertainty", "impulsive terror".What was the effect upon the listeners? They were left in a state of "wonder" and "emotion".What musical terms are used to describe this music?Interlude,triple time,agitato finale.Explain them.Interludeis a piece of music played between the main parts.Triple timeis time, or rhythm, of three beats, or of three times three beats in a bar.Give an example of triple time. It denotes sprightliness, as in the waltz. Theagitato finalemeans the close of the passage with a hurrying movement.What takes place next? Beethoven rose quickly, promised to come again, and hurried away.Why did he hurry? He wished to write out the "Sonata" while it was still fresh in his mind.What does the last short paragraph state? It tells that this was the origin of the "Moonlight Sonata".Where is the theme of the whole lesson found? In the last sentence.What has the writer told us? He has given us all the circumstances which combined to inspire Beethoven to compose this great work.

What is the main point in the story? The circumstances under which the musician wrote the "Moonlight Sonata".

What is a sonata? It is a musical composition which consists of movements fast or slow, sad or playful, according to the varying mood of the composer.

Where was the scene? In Bonn in Prussia.

When? On a moonlight winter's evening.

Who were the two persons? Beethoven and the writer.

Notice that these three important facts are all told briefly at the beginning.

Why had the writer called on the musician? He wished to take him for a walk and afterwards take him home with him to supper.

Had he any reason except the desire for Beethoven's company? Yes, Beethoven's health was not good, his hearing was becoming impaired, and the writer evidently thought he needed rest and recreation. These circumstances led to an important result.

What happened next? In passing through a narrow street, Beethoven heard some one playing his "Sonata in F".

What were his feelings? Surprise to hear it in such a place and delight at the excellence of the playing.

How did he show his feelings? By exclamations, questions, and short sentences.

What is told in the next three paragraphs? They describe a conversation.

Who are speaking? A brother and sister.

What are they saying? The sister is lamenting that she cannot "go to the concert at Cologne" and her brother reminds her of their poverty. Then she wishes that "for once in her life" she "could hear some really good music".

What happens next? Beethoven decides to enter the house.

How does the writer impress this fact on the reader? By giving the argument between himself and Beethoven.

What were the latter's reasons? The player had "feeling, genius, understanding", and these qualities are so rarely found that Beethoven could not neglect them.

Explain these terms. The player showed refined feeling in her interpretation of the music, genius in her skill on the piano, and thorough understanding of the composer's purposes in the composition.

Was it only for his own pleasure that the composer entered? No, he wished to give pleasure to one who could so well appreciate his work.

Describe the scene. A young shoemaker is seated at his work. He is pale from the effects of confinement and toil. A young girl with an abundance of light hair is leaning on an "old-fashioned piano".

What does this piano show? That their parents had very probably been lovers of music, and the piano may have been an heirloom.

What comes next? The musician explains the reasons for his intrusion.

How did the brother look upon it? The young man seemed annoyed at first.

How was this annoyance overcome? The manner of Beethoven was so comical and pleasant that the young man's annoyance passed away.

How had Beethoven addressed the brother and sister? His manner was very confused. He wished to conceal his name, and yet wished to give pleasure to the young girl.

How does he show his confusion? The sentences "I, I also ... play for you", are such halting ones. He does not make his sentences complete.

What was the next part of the conversation? The young man tells Beethoven that the "piano is so wretched" and they "have no music".

What is the purpose of this statement in the story? It shows Beethoven that the young girl is blind and plays these difficult compositions by ear.

How had she learned to play this Sonata? She had heard a lady "practising" it, and "walked to and fro" in front of the house in order "to listen to it".

What does this show? What a love of music and wonderful natural ability the young girl possessed.

What is the next action in the story? Beethoven plays.

Why did he play better than he had often done before large audiences? He realized how greatly his work was appreciated; and he was deeply touched by the thought of the young girl's blindness, her poverty, her skill, and her passion for good music.

What trifling occurrence now affects the story? The last candle in the house burned out, so the writer opened the shutters and admitted "a flood of brilliant moonlight".

What effect had this upon the composer? It changed the current of his thoughts and feelings.

How did he appear? "His head dropped upon his breast", and "his hands rested upon his knees".

What is the next action? The young shoemaker asks Beethoven who he is.

What did the composer answer? "He played the opening bars of the Sonata in F." This revealed his name. The writer says that the young people "covered his hands with tears and kisses".

What were their feelings? Their actions were expressions of their affection and admiration.

What takes place next? The brother and sister beseech him to play "once more".

What description is given here? Beethoven's appearance in the moonlight.

Describe him. He was very "massive" in size, his head was large and his features strong, and the light from the moon encircled his head. (Produce a picture, if possible, of Beethoven.)

Did he agree to play again? Yes, he said he would "improvise a Sonata to the Moonlight".

What does "improvise" mean? He would compose the music as he played.

Had this any relation to what goes before? Yes, the writer has told us how thoughtful he had been when the moonlight first streamed into the room. Now he is going to express his thoughts and feelings through the tones of the piano.

We said at the beginning that a Sonata was a musical composition consisting of various movements. What are the movements? In this case there is first, "a sad and infinitely lovely movement", then, "a wild, elfin passage in triple time", and lastly, "a breathless, hurrying, trembling" close.

Let us examine this description of the "Moonlight Sonata" more closely. What did the moonlight suggest to Beethoven? "Spirits" dancing in the moonlight.

What does the first movement suggest? The "moonlight" flowing "over the dark earth".

What does the second movement suggest? The wild dance of the "spirits on the lawn".

What does the last suggest? "Flight", "uncertainty", "impulsive terror".

What was the effect upon the listeners? They were left in a state of "wonder" and "emotion".

What musical terms are used to describe this music?Interlude,triple time,agitato finale.

Explain them.Interludeis a piece of music played between the main parts.Triple timeis time, or rhythm, of three beats, or of three times three beats in a bar.

Give an example of triple time. It denotes sprightliness, as in the waltz. Theagitato finalemeans the close of the passage with a hurrying movement.

What takes place next? Beethoven rose quickly, promised to come again, and hurried away.

Why did he hurry? He wished to write out the "Sonata" while it was still fresh in his mind.

What does the last short paragraph state? It tells that this was the origin of the "Moonlight Sonata".

Where is the theme of the whole lesson found? In the last sentence.

What has the writer told us? He has given us all the circumstances which combined to inspire Beethoven to compose this great work.

Now let us review the story and collect these details. What are they? The time, place, the persons going for a walk, the narrow street, the wonderful playing, the conversation, the appearance of the young people, the blindness of the girl, her eagerness to hear "good music", the moonlight admitted, the recognition of Beethoven.Yes, all these things had a combined effect upon the musician. If he had gone straight to supper, there would probably not have been a "Moonlight Sonata". This lesson illustrates how time, place, persons, and action are arranged to produce a well-told story.

Yes, all these things had a combined effect upon the musician. If he had gone straight to supper, there would probably not have been a "Moonlight Sonata". This lesson illustrates how time, place, persons, and action are arranged to produce a well-told story.

(Third Reader, page 315)

To aid in the culture of a sensitive response to the spirit and language of the prayer.

The teacher should talk with the pupils about a journey through the darkness, over dangerous bogs, swollen streams, and beside precipices.

Read the poem. In what form is this lesson? A prayer.What is the prayer? The traveller asks for the guidance of the Holy Spirit. See notes on this lesson in the Manual onThe Ontario Readers, pp. 166-7.Describe his journey. "The night is dark", he is "far from home", he trusts to the light shining through the darkness to keep his feet from stumbling; he does not trouble himself about what lies far before him, he attends only to his footsteps one by one. He feels he can pass safely over the "moor", the "fen", the "crag", and the "torrent", by trusting to the guidance of the light. With the dawning of the day will come the reunion with his loved ones from whom he has been separated.Explain the symbolism employed here. The poet speaks of himself as going through life like a traveller on a long journey, wherein he is constantly met by trials and temptations and cannot always know what is the right course to take. He acknowledges that he needs some stronger power than his own to direct his life and asks for the guidance of the Holy Spirit, content to trust himself to His leading in any dangers and difficulties that may arise in this life, and secure in the knowledge that "with the morn" he shall see once more those whom he has "loved" and "lost awhile".What is the main thought of the first stanza? The traveller prays for guidance.Of the second stanza? He states that he has not always been willing to ask for guidance, but had relied on his own reason.Of the third stanza? He expresses his belief in the power and willingness of God to guide him aright.What is the relation of the second stanza to the first one? It contrasts the poet's earlier attitude of mind toward God with that of later years, thus emphasizing the change that has taken place in his life.Is the poet stronger in the second case than in the first? No; in the first, his ideal is higher and his humility greater, as he relies absolutely on the guidance of the Holy Spirit. In the second, relying only on his own reasoning powers to guide him, he made many humiliating failures.Image the "moor", the "fen", the "crag", the "torrent", and "with the morn".

Read the poem. In what form is this lesson? A prayer.

What is the prayer? The traveller asks for the guidance of the Holy Spirit. See notes on this lesson in the Manual onThe Ontario Readers, pp. 166-7.

Describe his journey. "The night is dark", he is "far from home", he trusts to the light shining through the darkness to keep his feet from stumbling; he does not trouble himself about what lies far before him, he attends only to his footsteps one by one. He feels he can pass safely over the "moor", the "fen", the "crag", and the "torrent", by trusting to the guidance of the light. With the dawning of the day will come the reunion with his loved ones from whom he has been separated.

Explain the symbolism employed here. The poet speaks of himself as going through life like a traveller on a long journey, wherein he is constantly met by trials and temptations and cannot always know what is the right course to take. He acknowledges that he needs some stronger power than his own to direct his life and asks for the guidance of the Holy Spirit, content to trust himself to His leading in any dangers and difficulties that may arise in this life, and secure in the knowledge that "with the morn" he shall see once more those whom he has "loved" and "lost awhile".

What is the main thought of the first stanza? The traveller prays for guidance.

Of the second stanza? He states that he has not always been willing to ask for guidance, but had relied on his own reason.

Of the third stanza? He expresses his belief in the power and willingness of God to guide him aright.

What is the relation of the second stanza to the first one? It contrasts the poet's earlier attitude of mind toward God with that of later years, thus emphasizing the change that has taken place in his life.

Is the poet stronger in the second case than in the first? No; in the first, his ideal is higher and his humility greater, as he relies absolutely on the guidance of the Holy Spirit. In the second, relying only on his own reasoning powers to guide him, he made many humiliating failures.

Image the "moor", the "fen", the "crag", the "torrent", and "with the morn".

Summarize the main thoughts and lead the pupils to bring out clearly the comparison between the traveller and the poet.

Give a brief account of the author's life.

(Third Reader, page 315)

To aid in the culture of a sensitive response to the spirit and language of the prayer.

The teacher should read the poem aloud, to awaken respect for the deep humility, complete open-mindedness, and growing faith of the poet.

What may this poem be called? A prayer for guidance.

Stanza I

What are the poet's feelings? He feels very much depressed in spirit, as a traveller would who was far from home and alone in the gathering darkness.Whom does he address as "Kindly Light"? Why does he use the term "Light"? He may remember that our Saviour called Himself "the Light of the world", and it is as his "Light" or Guide that the traveller feels his need of Him. He may be thinking of the Pillar of Fire and the Pillar of Cloud.What image is suggested by the words "Lead, kindly Light"? It suggests something that has life (moves on before), and sheds a beneficent light on the travellers' path.What is meant by the "gloom"? It means the condition of his mind. He is seeking Truth and feels that he cannot rely on reason alone to guide him.What do the last two lines show about him? They show that he is humble and is content to be guided through the darkness "one step" at a time.

What are the poet's feelings? He feels very much depressed in spirit, as a traveller would who was far from home and alone in the gathering darkness.

Whom does he address as "Kindly Light"? Why does he use the term "Light"? He may remember that our Saviour called Himself "the Light of the world", and it is as his "Light" or Guide that the traveller feels his need of Him. He may be thinking of the Pillar of Fire and the Pillar of Cloud.

What image is suggested by the words "Lead, kindly Light"? It suggests something that has life (moves on before), and sheds a beneficent light on the travellers' path.

What is meant by the "gloom"? It means the condition of his mind. He is seeking Truth and feels that he cannot rely on reason alone to guide him.

What do the last two lines show about him? They show that he is humble and is content to be guided through the darkness "one step" at a time.

Stanza II

What more do we learn about his life in the second stanza? In what language is his former "pride" contrasted with his present humility? What is the meaning of "garish"? What part of his life is called "the garish day"? Why is it so called?

Note.—"Garish" means dazzling, and by "garish day" is meant the earlier care-free years when life seemed all brightness and the author felt perfectly certain of his ability to take care of himself.

What at times disturbed his life, even in those "past years"? What made him hide these fears? What is meant by saying "Pride ruled my will"? What now is his prayer concerning these years? Why does he want them put out of remembrance?What is the relation of the second stanza to the first one? It contrasts the author's earlier attitude of mind toward God with what it is in later years, thus emphasizing the great change that has taken place in his life.Compare the dependence depicted in the first stanza with the strength described in the second. In which case is the man really the stronger? Account for the fact that when he was strong, but not in his own strength, he really felt his weakness more than when he was weak.

What is the relation of the second stanza to the first one? It contrasts the author's earlier attitude of mind toward God with what it is in later years, thus emphasizing the great change that has taken place in his life.

Compare the dependence depicted in the first stanza with the strength described in the second. In which case is the man really the stronger? Account for the fact that when he was strong, but not in his own strength, he really felt his weakness more than when he was weak.

Note.—The higher his ideal, the smaller he sees himself; and the lower his ideal, the larger he sees himself. Observe also how the prayer to be led "on" reveals the man's progressive spirit. The unprogressive man would pray simply for safety and protection.

Stanza III

What lesson does the poet learn from the "past years"? What confidence does this lesson give him for the future? What phases of experiences of life are suggested by "moor", "fen", "crag", and "torrent"?

Note.—To answer this, there should be an effort to image a moor, a fen, a crag, or a torrent clearly. Then when the pupil sees the desolate, lonesome moor; the miry, almost impassable fen; the sharp, out-jutting crag which makes the ascent more forbidding and difficult; and the rushing, unbridged torrent which must be forded or breasted, even though it threatens destruction; it should be easy to relate these to the experiences in life which they typify, or represent.

How long does the poet believe this guidance will last? In what words does he say that it will last as long as it will be needed? What does he mean by "the night"? Beyond "the night", what vision does he see? Whose are "those angel faces"?What is the relation of the third stanza to the second? It shows how the author's confidence in the Divine guidanceto be granted him during future years is strengthened by the lessons learned in former years.

What is the relation of the third stanza to the second? It shows how the author's confidence in the Divine guidanceto be granted him during future years is strengthened by the lessons learned in former years.

The teacher should again read the poem aloud. This will impress upon the pupils, not only the truth and beauty of the poem, but also furnish an ideal to stimulate them in their preparation for the reading lesson which is to follow.

(Fourth Reader, page 51)

Review briefly the Scriptural account of Joseph's life, and particularly the story of the visits of his brethren to Egypt to buy corn. Note especially the following points:

1. The famine in the land of Canaan; the first visit of Joseph's brothers to Egypt; their interview with Joseph; the detention of Simeon; Joseph's demand that Benjamin be brought down.

2. The return to Canaan; Jacob's refusal to let Benjamin go down into Egypt; Judah's becoming surety for his safe return.

3. The second visit of Joseph's brethren to Egypt, this time with Benjamin; their entertainment by Joseph; their homeward journey; the discovery of the silver cup in Benjamin's sack; their return to Joseph.

After the selection has been read, the teacher should proceed by some such method as the following:

With what does the passage deal? Judah's entreaty to Joseph for Benjamin's safe return to his father, and the effect it produced.Into how many parts is the selection naturally divided? Into three parts, corresponding to the paragraphs as given in the Reader.What is the principal idea in each part?1. Joseph's decision to keep the offender as a bondman. (Paragraph I)2. Judah's supplication to Joseph that Benjamin be permitted to return for his father's sake. (Paragraph II)3. Joseph's revelation of his identity, and the provision he makes for the maintenance of his kindred. (Paragraph III)

With what does the passage deal? Judah's entreaty to Joseph for Benjamin's safe return to his father, and the effect it produced.

Into how many parts is the selection naturally divided? Into three parts, corresponding to the paragraphs as given in the Reader.

What is the principal idea in each part?

1. Joseph's decision to keep the offender as a bondman. (Paragraph I)

2. Judah's supplication to Joseph that Benjamin be permitted to return for his father's sake. (Paragraph II)

3. Joseph's revelation of his identity, and the provision he makes for the maintenance of his kindred. (Paragraph III)

Paragraph I

Why did Joseph's brethren fall "before him on the ground"? Prostration is the Eastern mode of signifying profound respect, complete submission.What is the meaning of "divine"? In this sense, to look into the future; to see what is hidden from ordinary people.Does Joseph claim explicitly to have this ability? No, he merely suggests it, probably to impress them with the idea of his power.What does Judah mean by "the iniquity of thy servants"? Doubtless he has in mind the wrong that they committed years before, in selling Joseph to the Ishmaelites and deceiving their father. Verses 21 and 22 of the 42nd chapter of Genesis go to show that the consciousness of this sin was ever before them.What was Judah's attitude toward the accusation brought against them? He frankly confesses the guilt of all—not of Benjamin only.Why do you think he adopts this attitude, when he must have been sure that all were guiltless? He perhaps believes that they are victims of a conspiracy, the object of which is to place them in the power of this Egyptian governor,and he thinks that this submissive attitude is best calculated to secure mercy at his hands.How do you account for Joseph's apparent desire to keep Benjamin in Egypt, with himself? Probably he thinks this the best means of inducing his father, Jacob, to come to Egypt. However, he may not really intend to keep Benjamin at all. He may be making the threat only to test Judah. It may be remembered that it was Judah who had counselled the selling of Joseph years before. Joseph may now be trying to see if Judah is the same kind of man he was when the selling into Egypt took place—whether he will sacrifice Benjamin in this extremity as he sacrificed Joseph himself.If the latter is Joseph's object, how does the experiment succeed? It proves that Judah is a different man, that the years that have elapsed have produced a remarkable change in his character.

Why did Joseph's brethren fall "before him on the ground"? Prostration is the Eastern mode of signifying profound respect, complete submission.

What is the meaning of "divine"? In this sense, to look into the future; to see what is hidden from ordinary people.

Does Joseph claim explicitly to have this ability? No, he merely suggests it, probably to impress them with the idea of his power.

What does Judah mean by "the iniquity of thy servants"? Doubtless he has in mind the wrong that they committed years before, in selling Joseph to the Ishmaelites and deceiving their father. Verses 21 and 22 of the 42nd chapter of Genesis go to show that the consciousness of this sin was ever before them.

What was Judah's attitude toward the accusation brought against them? He frankly confesses the guilt of all—not of Benjamin only.

Why do you think he adopts this attitude, when he must have been sure that all were guiltless? He perhaps believes that they are victims of a conspiracy, the object of which is to place them in the power of this Egyptian governor,and he thinks that this submissive attitude is best calculated to secure mercy at his hands.

How do you account for Joseph's apparent desire to keep Benjamin in Egypt, with himself? Probably he thinks this the best means of inducing his father, Jacob, to come to Egypt. However, he may not really intend to keep Benjamin at all. He may be making the threat only to test Judah. It may be remembered that it was Judah who had counselled the selling of Joseph years before. Joseph may now be trying to see if Judah is the same kind of man he was when the selling into Egypt took place—whether he will sacrifice Benjamin in this extremity as he sacrificed Joseph himself.

If the latter is Joseph's object, how does the experiment succeed? It proves that Judah is a different man, that the years that have elapsed have produced a remarkable change in his character.

Paragraph II

Of what does Judah's entreaty largely consist? Of a recital of the governor's orders and of Jacob's attachment to Benjamin, the son in whom all the thoughts, hopes, and desires of his old age are centred.Upon what does Judah lay the greatest emphasis? Upon the effect that Benjamin's detention will have upon his father. Evidently the brothers are very anxious to spare their father any unnecessary grief and pain.For what purpose is the whole speech specially adapted? To stir the emotions. It is suited to appeal to the feelings of anybody, but, particularly, to the feelings of Egypt's governor, though his identity is still unknown.Which are the most pathetic sentences? The two beginning with, "And we said unto my lord, We have a father, an old man", and "Now, therefore, when I come to thy servant, my father, and the lad be not with us".What features of the speech would make the strongest appeal to Joseph? The reference to his father's old age and his attachment to Benjamin; his belief in Joseph's untimely end; the blow that separation from Benjamin would involve; Judah's willingness to sacrifice himself.What light does the speech throw upon Judah's character? It shows a capacity for intense feeling, a deep devotion to his father, and a spirit of self-sacrifice. It might indicate also a shrewd knowledge of human nature, for he apparently knows how to present the case in the most effective manner.What is the meaning of "thou art even as Pharaoh"? Thou art as mighty as the king of Egypt.Explain "thy servant became surety for the lad unto my father". Judah had given Jacob a guarantee that Benjamin should return safely.Select any figurative expression and give its meaning. "Thy servants shall bring down the gray hairs of thy servant our father with sorrow to the grave." The blow which separation from Benjamin would involve will cause the aged father to die of a broken heart.What are the main characteristics of the supplication? The language is simple and direct, the feeling is of the loftiest character, and the whole speech is highly eloquent. If the test of true eloquence is the intensity of the appeal it makes to worthy emotions, this passage may well be regarded as one of the most eloquent in all literature.

Upon what does Judah lay the greatest emphasis? Upon the effect that Benjamin's detention will have upon his father. Evidently the brothers are very anxious to spare their father any unnecessary grief and pain.

For what purpose is the whole speech specially adapted? To stir the emotions. It is suited to appeal to the feelings of anybody, but, particularly, to the feelings of Egypt's governor, though his identity is still unknown.

Which are the most pathetic sentences? The two beginning with, "And we said unto my lord, We have a father, an old man", and "Now, therefore, when I come to thy servant, my father, and the lad be not with us".

What features of the speech would make the strongest appeal to Joseph? The reference to his father's old age and his attachment to Benjamin; his belief in Joseph's untimely end; the blow that separation from Benjamin would involve; Judah's willingness to sacrifice himself.

What light does the speech throw upon Judah's character? It shows a capacity for intense feeling, a deep devotion to his father, and a spirit of self-sacrifice. It might indicate also a shrewd knowledge of human nature, for he apparently knows how to present the case in the most effective manner.

What is the meaning of "thou art even as Pharaoh"? Thou art as mighty as the king of Egypt.

Explain "thy servant became surety for the lad unto my father". Judah had given Jacob a guarantee that Benjamin should return safely.

Select any figurative expression and give its meaning. "Thy servants shall bring down the gray hairs of thy servant our father with sorrow to the grave." The blow which separation from Benjamin would involve will cause the aged father to die of a broken heart.

What are the main characteristics of the supplication? The language is simple and direct, the feeling is of the loftiest character, and the whole speech is highly eloquent. If the test of true eloquence is the intensity of the appeal it makes to worthy emotions, this passage may well be regarded as one of the most eloquent in all literature.

Paragraph III

Did Joseph purposely select this as the most fitting moment to reveal himself? No. He revealed himself because he could not help it and because Judah's appeal had so worked upon his feelings. The first sentence of the paragraph indicates this.Why did he send every man away except his brothers? He did not wish others to see his own lack of self-control or his brothers' shame and embarrassment. Moreover, it was a solemn situation, too sacred for vulgar eyes to gaze upon.We are told that he "wept aloud", that "he fell upon his brother Benjamin's neck, and wept", that "he kissed all his brethren", etc. Is he unduly demonstrative? Eastern people are much more emotional and demonstrative than Western people.Why did he have to repeat his assurance that he was Joseph? The first announcement was so amazing that it seemed incredible to them. Moreover, all his previous communications had been through an interpreter and, no doubt, their amazement was increased by hearing him address them in their own tongue.Upon what ground did Joseph tell his brothers that they should not blame themselves for selling him into Egypt? Upon the ground that God had brought good out of the evil they had done.Is he quite right in telling them that they should not be grieved for the wrong they did him? They were free agents; God did not will that they should sin, though He brought good out of it. From this point of view Joseph is wrong. But he doubtless sees that his brothers have long ago repented their action and does not wish them to continue to blame themselves. His assurance is no doubt prompted by a noble generosity induced, to some extent, by Judah's appeal.What seems to be Joseph's dominating motive? His love for his father. His repeated references to him show this.We can understand his desire to provide for his father and Benjamin, but why for his brothers who had wronged him? Partly for his father's sake, perhaps. It was natural, in those patriarchal days, that Jacob, if he migrated to Egypt, should wish his family to do the same. Besides, Joseph sees that his brothers are changed men.What inducements does he hold out to them? He shows them that his own power in Egypt is sufficient to protect them; he promises them the fertile land of Goshen, with sufficient food for themselves and their flocks and herds; and he points out that five years of famine are yet to be in the land, and that they must inevitably suffer if the invitation is rejected.Joseph frequently draws attention to his power in Egypt. Is he at all vain-glorious? No, he does this to assure his brothers that the wrong done him years before has had, through the goodness of God, a beneficent result; to show them that it has not been all suffering in his long exile; and to induce his father to come down to Egypt."After that his brethren talked with him." About what would they probably talk? No doubt Joseph would ask many things about what had occurred in Canaan since he left, and would give his brothers an account of his own experiences in Egypt.Does it not seem strange that Joseph, during all these years, should never have taken measures to find out how his kindred fared, or to assure them that he was still alive? He was probably ever looking forward to such a situation as this, confident that the dreams of his boyhood would still be realized. It was, perhaps, this belief in the ultimate fulfilment of his dreams that had kept him silent during these years.What qualities of character does Joseph show in his speech? A spirit of noble generosity and forgiveness, filial devotion, and a desire to find good in the midst of seeming evil.Point out passages that indicate these qualities. What admirable characteristics does the whole selection exhibit? Simplicity, directness, and eloquence of language, noble emotion, loftiness of character, and high ideals.

Why did he send every man away except his brothers? He did not wish others to see his own lack of self-control or his brothers' shame and embarrassment. Moreover, it was a solemn situation, too sacred for vulgar eyes to gaze upon.

We are told that he "wept aloud", that "he fell upon his brother Benjamin's neck, and wept", that "he kissed all his brethren", etc. Is he unduly demonstrative? Eastern people are much more emotional and demonstrative than Western people.

Why did he have to repeat his assurance that he was Joseph? The first announcement was so amazing that it seemed incredible to them. Moreover, all his previous communications had been through an interpreter and, no doubt, their amazement was increased by hearing him address them in their own tongue.

Upon what ground did Joseph tell his brothers that they should not blame themselves for selling him into Egypt? Upon the ground that God had brought good out of the evil they had done.

Is he quite right in telling them that they should not be grieved for the wrong they did him? They were free agents; God did not will that they should sin, though He brought good out of it. From this point of view Joseph is wrong. But he doubtless sees that his brothers have long ago repented their action and does not wish them to continue to blame themselves. His assurance is no doubt prompted by a noble generosity induced, to some extent, by Judah's appeal.

What seems to be Joseph's dominating motive? His love for his father. His repeated references to him show this.

We can understand his desire to provide for his father and Benjamin, but why for his brothers who had wronged him? Partly for his father's sake, perhaps. It was natural, in those patriarchal days, that Jacob, if he migrated to Egypt, should wish his family to do the same. Besides, Joseph sees that his brothers are changed men.

What inducements does he hold out to them? He shows them that his own power in Egypt is sufficient to protect them; he promises them the fertile land of Goshen, with sufficient food for themselves and their flocks and herds; and he points out that five years of famine are yet to be in the land, and that they must inevitably suffer if the invitation is rejected.

Joseph frequently draws attention to his power in Egypt. Is he at all vain-glorious? No, he does this to assure his brothers that the wrong done him years before has had, through the goodness of God, a beneficent result; to show them that it has not been all suffering in his long exile; and to induce his father to come down to Egypt.

"After that his brethren talked with him." About what would they probably talk? No doubt Joseph would ask many things about what had occurred in Canaan since he left, and would give his brothers an account of his own experiences in Egypt.

Does it not seem strange that Joseph, during all these years, should never have taken measures to find out how his kindred fared, or to assure them that he was still alive? He was probably ever looking forward to such a situation as this, confident that the dreams of his boyhood would still be realized. It was, perhaps, this belief in the ultimate fulfilment of his dreams that had kept him silent during these years.

What qualities of character does Joseph show in his speech? A spirit of noble generosity and forgiveness, filial devotion, and a desire to find good in the midst of seeming evil.

Point out passages that indicate these qualities. What admirable characteristics does the whole selection exhibit? Simplicity, directness, and eloquence of language, noble emotion, loftiness of character, and high ideals.

As a final synthesis of the lesson, let the pupils tell the story in their own words, preserving, as far as possible, the same order of ideas as is followed in the extract. This will reveal to the teacher whether they have grasped the ideas in their proper relationship.

(Fourth Reader, page 89)

This selection is taken from Shakespeare's playThe Merchant of Venice, iv. i. In this play, Shylock, a Jew of Venice, had loaned Antonio three thousand ducats, repayable on a certain date without interest, but if not so paid, Antonio was to forfeit a pound of flesh from suchpart of his body as pleased the Jew. Antonio, not being able to pay the money as agreed, Shylock sued for the fulfilment of the bond, and in court refused to accept even three times the amount borrowed, insisting on a pound of the merchant's flesh. According to the law, there appeared to be no help for Antonio, but the judge, Portia, asked Shylock to show mercy. To this he answered, "On what compulsion must I? Tell me that." This selection is part of Portia's reply to Shylock's question. The teacher should relate to the pupils the outline given above.

1. The qualities of mercy:

(1) It is not forced.

(2) It is gentle.

(3) It carries a twofold blessing.

(4) It is the most powerful attribute in men of might.

(5) It is divine in its nature.

2. Where mercy is found:

(1) It is found "enthroned in the hearts of kings".

(2) It is found as a Divine attribute.

3. The results of showing mercy:

(1) It adds strength to strength.

(2) It makes man God-like.

Question, in order to develop the analysis of the thought, and write on the board the topics, as given by the pupils.

Quality of mercy. The nature of mercy is not strained, is not forced. When the Jew asks "Upon what compulsion must I?", Portia answers that compulsion has nothing to do with mercy. It is not in the nature of mercy to be a result of compulsion.Mightiest in the mightiest. This is capable of a double interpretation—(1) the quality of mercy in a man of great power must be strong in proportion as his power is great. (2) Mercy is at its greatest when exhibited by the greatest. Portia would wish to convey the first meaning, as that would have the more weight with Shylock.Becomes the thronèd monarch. The possession of this quality makes a man more truly kingly than the mere wearing of a crown.Sceptre. The symbol of the monarch's authority.Temporal power. Power which belongs to this world only.Mercy—is enthronèd in the hearts of kings. The "hearts of kings" are for mercy what the throne itself is for a king—the most exalted position he can occupy.Mercy seasons justice. Mercy tempers justice, rendering it less severe and making it more acceptable and pleasing.Develop the meaning through Illustration, when possible. For example, to teach the meaning of "seasons" in "mercy seasons justice", lead the pupils to use the word seasons in such sentences as: We season our food with spices. Lead, from the meaning in common or familiar use, to its use in the lesson. Avoid mere dictionary meanings of words. Teach the use of the word where it is found, never one of its meanings apart from its use.

Mightiest in the mightiest. This is capable of a double interpretation—(1) the quality of mercy in a man of great power must be strong in proportion as his power is great. (2) Mercy is at its greatest when exhibited by the greatest. Portia would wish to convey the first meaning, as that would have the more weight with Shylock.

Becomes the thronèd monarch. The possession of this quality makes a man more truly kingly than the mere wearing of a crown.

Sceptre. The symbol of the monarch's authority.

Temporal power. Power which belongs to this world only.

Mercy—is enthronèd in the hearts of kings. The "hearts of kings" are for mercy what the throne itself is for a king—the most exalted position he can occupy.

Mercy seasons justice. Mercy tempers justice, rendering it less severe and making it more acceptable and pleasing.

Develop the meaning through Illustration, when possible. For example, to teach the meaning of "seasons" in "mercy seasons justice", lead the pupils to use the word seasons in such sentences as: We season our food with spices. Lead, from the meaning in common or familiar use, to its use in the lesson. Avoid mere dictionary meanings of words. Teach the use of the word where it is found, never one of its meanings apart from its use.

There is no compulsion in mercy. Its course is always from the higher to the lower. It is a blessing to both giver and receiver. The greater the mercy shown, the greater will be the giver. To show mercy does more to make a monarch kingly than does his crown. The one stands for the exercise of authority and power commanding obedience and awe; the other comes from the heart and reveals the character. It is more than kingly, it is God-like; for in exercising it, man's power becomes more like God's than in any other way.Develop the above argument by questioning. Sum up the result by requiring the whole argument to be given by a pupil orally in his own language. Finally, require the pupils to write, as forcibly as they can, the whole of Portia's argument.The remainder of Portia's speech as given in the play may also be given to the pupils. In that case, the remainder of the argument should be given as follows:You demand justice, Jew. Even so, require it as you hope Heaven may require it of you. Consider that mercy is necessary to salvation, and remember that, as we all pray for mercy, that fact itself requires us all to show the deeds of mercy.The speech containing this part of the argument is as follows:Therefore, Jew,Though justice be thy plea, consider this,That, in the course of justice, none of usShould see salvation: We do pray for mercy;And that same prayer doth teach us all to renderThe deeds of mercy."We do pray for mercy", refers to the general prayer of humanity for mercy. To have limited its reference to the petition for mercy in the Lord's Prayer would have weakened its force to the Jew.

Develop the above argument by questioning. Sum up the result by requiring the whole argument to be given by a pupil orally in his own language. Finally, require the pupils to write, as forcibly as they can, the whole of Portia's argument.

The remainder of Portia's speech as given in the play may also be given to the pupils. In that case, the remainder of the argument should be given as follows:

You demand justice, Jew. Even so, require it as you hope Heaven may require it of you. Consider that mercy is necessary to salvation, and remember that, as we all pray for mercy, that fact itself requires us all to show the deeds of mercy.

The speech containing this part of the argument is as follows:

Therefore, Jew,Though justice be thy plea, consider this,That, in the course of justice, none of usShould see salvation: We do pray for mercy;And that same prayer doth teach us all to renderThe deeds of mercy.

"We do pray for mercy", refers to the general prayer of humanity for mercy. To have limited its reference to the petition for mercy in the Lord's Prayer would have weakened its force to the Jew.

(Fourth Reader, page 228)

1. The teacher should explain to the pupils that the Lièvre River (pronounced Lee-eh-vr) runs through a deep gorge in the height of land on the Quebec side of the Ottawa River, into which it flows not far from the Capital. In some places, the banks of the Lièvre rise abruptly to a great height; at others more gradually, the slope being covered with a thick forest growth. As the river nears the Ottawa, the banks become much lower. The scenery, whether viewed from the height above or from the river below, is very beautiful.

2. The teacher should ask a few questions which can be answered easily from the pupil's own reading of the poem, for example:

From what position does the author first view the scene? What things in the scene appeal to each of the pupils as the most beautiful? Describe the incident mentioned in the last stanza. State in a single sentence the subject-matter of the whole poem.

The pupils' answers to the questions given when the lesson was assigned should be dealt with first.

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