Digitized by the Internet Archive in 2016 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/supplementtomanuOOmars LIBRAKV THE UNiVERsny or iusNois SUPPLEMENT TO MANUAL FOR TEACHING ENGLISH CLASSICS heme Subjects and Selections for Reading Aloud in Class GEORGE L. MARSH OF THE UNIVERSITY OF CHICAGO CHICAGO SCOTT, FORESMAN AND COMPANY 1909 COPYRIGHT, 1909 BY Scott, Foresman and Company ^:on M3<:t j ■ 1 3 03 V . ^THEME SUBJECTS, AND SELECTIONS FOR READING 4 ALOUD, PROM ENGLISH CLASSICS. The suggestions of topics for composition and of selections for class reading, on the following pages, are intended for teachers of English in secondary schools. The page references are to the volumes of the Lake English Classics (Scott, Fores- man and Company, Chicago), and to Manual for Teaching English Classics,^^ published by the same company. The books are arranged in groups according to the year of the high school course in which it is believed they may be read or studied most advantageously. It is not expected, however, that this arrange- ment will please all teachers or suit all needs; suggestive value is all that is claimed for it, and the order will naturally be varied to suit conditions in different schools. The theme subjects have been formulated with several prin- ciples in view. The average capabilities of pupils in the different years have been kept in mind, and subjects of the more difficult kind are usually reserved till the later years, when the more diffi<- cult books are studied. The emphasis is placed, especially in the suggestions for the earlier years, on narrative and descriptive topics calculated to rouse the interest and stir the imagination. Of course it is to be expected that teachers may often find modi- fication or limitation desirable. Sometimes a subject that an alert and ingenious student may treat brilliantly will fall flat from the hands of most of his classmates. Often a hint as to the finding of material or the method of treatment will be desirable; and this the page references will usually enable the teacher to give with the least possible expenditure of time. Sub- 3 986936 4 INTRODUCTION Jects assigned for one book may frequently be applied successfully to another. The suggestions for class reading, by either teacher or pupils, include what are believed to be the most striking and significant passages from the various books. The reading aloud of some such passage, each day or as often as possible, will have an influence on the interest and the culture of young students in the high school, that can hardly be overestimated. The selec- tions should, however, be carefully studied beforehand, with some time for practice when the pupils are to read. It is not assumed that reading of all the passages here suggested (or only these) can be required; here, as always, the teacher must exer- cise a wise discretion. In some selections, for instance from ^^Macbeth,’’ omissions may seem desirable in mixed classes; but it is surely not wise to exclude the whole of a great scene because of the need of such omissions. Passages from plays, and even from novels, may often be most effectively read by having different pupils take different parts. CONTENTS Theme Subjects and Selections foe Class Reading on the ’ Following Books: First Year page IvANHOE — Scott 7 The Ancient Mariner — Coleridge 8 The Vision of Sir Launfal — Lowell 9 The Merchant of YEmc^—Shalcspere 9 The Sketch Boo-k— I rving 10 A Christmas Carol — DicTcens 11 Treasure Island — Stevenson ' 12 The Last of the Mohicans — Cooper 13 Marmion — Scott 15 TLe Narrative Poems of Longfellow 16 • Second Year Silas Marner — George Eliot 17 The De Coverley Papers — Addison 18 The Lady of the Lake — Scott I9 Selections from Tennyson '20 As You Like It — Shakspere 21 The Vicar of Wakefield— 22 The Pilgrim’s Progress — Bunyan 23 Tales of a Traveller — Irving 25 iThe Autobiography— F ranfe 7 m 26 The Iliad of Homer — Pope 27 Third Year jluLius Caesar — Shakspere 28 [Minor Poems — Milton 29 I 6 CONTENTS. • PAGE Oliver Goldsmith — Irving ^ 30 The House of the Seven Gables — Hawthorne 31 A Tale of Two Cities — DicTcens 32 The Princess — Tennyson 33 Paradise Lost — Milton 34 Poems and Tales, Selected — Poe 35 Sesame and Lilies — BusJcin 36 Fourth Year Macbeth — Shakspere 37 Speech on Conciliation — Burke 38 Essays on Milton, Addison, and Johnson — Macaulay 39 Henry Esmond — Thackeray 41 Twice Told Tales — Hawthorne 42 Hamlet — Shakspere 43 The Golden Treasury — Palgrave 44 Essay on Burns — Carlyle 45 Selections from Chaucer 46 Essays and Addresses — Emerson 48 THEME SUBJECTS, AND SELECTIONS FOR READING ALOUD. IVAN HOE— THEME SUBJECTS. 1. Sketch of the life of Scott (pp. 17-24). 2. The story of “Meikle-Mouthed Meg” (p. 17; cf. Browning’s ‘‘Muckle-Mouth Meg”). 3. The historical setting of “Ivanhoe” (pp. 25, 26, 41-44, etc.). 4. Description of any of the im- portant scenes listed on pp. 28, 29. 5. Dramatization of any of the scenes listed on p. 30. 6. Character sketches of any of the chief personages. (See hints on pp. 32*-34.) J. Isaac of York and Shylock (p. 33, and the various chapters in W’hich Isaac is prominent). 8. King John as presented by Scott and by Shakspere (p. 33). (See Terry’s ‘‘History of England,” pp. 104-113.) 9. Wamba as a type of the me- diaeval professional jester (cf. Shakspere’s fools). 10. The steps in the identifica- tion of Ivanhoe, the Black Knight, Locksley. (See, respectively, (a) pp. 95, 111, 116, 144, 155, 161, 163, 197; (b) pp. 34, 151, 193, 201, 239, 388, 412, 459, 551; (c) pp. 126, 132, 265, 268, 552, etc.) 11. The story of any of the dif- ferent well marked divisions of the book. 12. Description of appearance and attire of some striking person with whom the student is acquaint- ed, after the elaborate manner of Scott (as on pp. 53-58, 72, 80, 85, 128, etc.). 13. Description of some interest- ing house, or other building, after the manner of Scott (as on pp. 70, 71). 14. An account of a football game in Scott’s style or rewrite the story of the tournament in modern newspaper style. 15. The mediaeval attitude to- ward the Jews. (See pp. 113, 125, 209, 260, Chap. XXII, etc.) 16. An account of a real or im- aginary meeting of the student with some odd character (hermit, hunter, or the like), in a forest or other out-of-the-way place. (Cf. pp. 231 ff.) 17. Discussion of the compara- tive interest and charm of Rebec- ca and Rowena. 18. Rewrite the conclusion of the story. (In this connection refer- ence may be made to Thackeray’s ‘‘Rebecca and Rowena.”) 19. Bring Ivanhoe to life in your own city today and describe his impressions. (For subjects based on ‘‘Ivanhoe” and other books treated below, see also Herrick and Damon’s ‘‘Compo- sition and Rhetoric,” pp. 415-17.) 7 8 THEME SUBJECTS AND IVANHOE— SELECTIONS FOR CLASS READING. 1 . — Gurth and Wamba (pp. 45- 52). 2. — Cedric at home (pp. 70-79). 3. — The setting of the tourna- ment and the gathering of the crowd (pp. 121-29.) 4. — The first day’s combats (pp. 137-48). 5. T-The second day’s combats (pp. 184-95). 6. — The archery contest (pp. 202- 209). 7. — In connection with the tour- nament read some newspaper ac- count of a live football or baseball game. Contrast (1) style, (2) na- tional idea of sport. 8. — Gurth in Isaac’s house (pp. 167-73). 9. — The Black Knight and the Holy Clerk of Copmanhurst (pp. 231-48). 10. — Isaac in the dungeon (pp.- 288-98). 11. — Rebecca in the turret (pp. 309-22). 12. — Wamba’s defiance (pp. 324- 26). 13. — Rebecca watching the siege of Torquilstone (pp. 383-93). 14. — The death of Front-de-Boeuf (pp. 397-404). 15. — Ulrica’s death song (pp. 419- 21 ). 16. — The trial of Rebecca (pp. 493-508). 17. — Rebecca’s hymn (pp. 520- 21 ). 18. — Richard reveals himself (pp. 551-63). 19. — Athelstane reappears (pp. 574-82). 20. — The combat on behalf of Re- becca (pp. 583-84, 587-97). THE RIME OF THE ANCIENT 1 . The life of Coleridge (pp. 6- 17). 2. Character sketch of Coleridge (pp. 7-18). 3. Coleridge and his famous friends (pp. 7-18). 4. ’The genesis of “The Ancient Mariner’’ (pp. 13, 14). 5. The story of “The Ancient Mariner.’’ (Tell in plain, simple language just what happens.) 6. The geography of the poem. (Where does the ship go and how is its course indicated?) 7. The teaching of the poem (pp. THE ANCIENT MARINER— SEL 1 . — The storm (pp. 29, 30). 2. — The calm (pp. 33, 34). 3. — A sail appears (pp. 35, 36). 4. — The Spectre-Woman and her mate (p. 37). MARINER— THEME SUBJECTS. 19, 20, 59). 8. Character sketch of the An- cient Mariner. 9. The character, and function in the poem, 'of the Wedding-Guest. 10. Nature pictures in the poem (especially pp. 29, 30, 33, 34, 38, 41, 44, 52, etc.). 11. The metre and metrical ef- fects (pp. 22-24, 30, 35, 46, etc.). 12. Paraphrases of different striking portions of the poem (e. g., the following well marked scenes or tableaux: pp. 29-31, 32-34, 35-38, 39-42, 51-58, etc.). :tions for class reading. 5. — The Mariner’s companions die (pp. 37, 38). 6. — The Mariner’s solitude (pp. 39-41). I I SELECTIONS FOR READING ALOUD 9 7. — The bodies of the crew are inspired (pp. 44, 45). 8. — Pleasant sounds (p. 46). 9. — The curse is expiated (pp. 50, 51). t. 10. — The Mariner beholds his na- tive country (pp. 51, 52). 11. — The ship sinks (pp. 55, 56). 12. — The Mariner’s penance (pp. 58, 59). THE VISION OF SIR LAUNFAL— THEME SUBJECTS. 1. Lowell’s life (pp. 67-70). 2. The story of the Holy Grail (pp. 71-73). 3. Tennyson’s treatment of the Grail story. (See particularly “The Last Tournament.’’) 4. Lowell’s variations from the ordinary versions of the Grail story (pp. 71-73). 5. The development of Sir Laun- fal’s character during his search for the Grail. 6. The moral lesson of this poem (pp. 73-75). 7. Nature pictures in the poem; e. g.: “A day in June’’ (pp. 84-86). A winter scene (pp. 91-93). 8. Paraphrases of the pictures just mentioned may be asked. 9. The story of Sir Launfal. 10. The relations of the preludes to the main parts of the poem (p. 79). THE VISION OF SIR LAUNFAL— SELECTIONS FOR CLASS READING. 1. — A day in June (pp. 84-86). 2. — Sir Launfal and the leper (pp. 89-90). 3. — A winter scene (pp. 91-93). 4. — Sir Launfal’s return (pp. 94- 95). 5. — The transformation of the leper (pp. 97-98). THE MERCHANT OF VENICE— THEME SUBJECTS. 1. Shakspere’s life (pp. 3-7). 2. The drama before Shakspere (pp. 7-13). 3. The stage of Shakspere’s time (with illustration of how different parts of this play were presumably staged; e. g., p. 83). 4. The bond story and its source (pp. 21-24). 5. The casket story and its source (pp. 24, 25). 6. The story of Jessica and its source (pp. 25, 26). 7. Synopses of various acts or scenes, or of episodes indicated in “Selections for Class Reading’’ be- low. 8. Character sketches of the leading personages, especially Shy- lock, Antonio, Portia, Bassanio, Launceiot Gobbo. 9. A defense of Shylock. 10. Some moral lessons from the play. 11. The tragic element in this play. 12. The purpose of the last act (pp, 29, 144 ff.). 13. Shylock and Isaac (see theme subjects for “Ivanhoe”). 14. Another way of concluding the trial scene. 15. Antonio’s friends. (Are they differentiated from one another? Have they distinct individualities?) 16 Portia’s suitors. (Apply questions just given.) 10 THEME SUBJECTS AND 17. Compare Bassanio to fortune hunters that seek American heir- esses today. 18. Portia was an intellectual woman. Would she have been in favor of woman’s suffrage? THE MERCHANT OF VENICE— SELECTIONS FOR CLASS READING. 1. — Antonio and his friends (pp. 45-49). 2. — Bassanio and Antonio (pp. 50- 52). 3. — Portia on her suitors (pp. 53-57). 4. — Antonio and Shylock (pp. 60- 65). 5. — Portia and Morocco (pp. 66- bS, 85-88). 6. — Launcelot Gobbo and his fa- ther (pp. 68-74). 7. — Portia and Arragon (pp. 91- 94) 8. — Shylock on the elopement of Jessica (pp. 89, 97-101). 9. — Portia and Bassanio (pp. 101- 108). 10. — The trial scene (pp. 130-139). 11. — The story of the rings (pp. 139-43, 150-55). 12. — The moonlight scene (pp. 144-48). THE SKETCH BOOK— THEME SUBJECTS. 1 . Life of Irving (pp. 7-21). 2. Character sketch of Irving (with particular reference to char- acteristics indicated in the works read; pp. 7, 18, 22-24, 29, etc.). 3. Irving and Scott (personal re- lations; Scott’s estimate of Irving, etc.; pp. 14, 17, 18, 40-45, etc.). 4. Irving’s place in literature (both English and American; pp. 26-29, 30-32). 5. How a sea voyage today dif- fers from Irving’s (pp. 50-57). 6. The Kaatskills of today. (Contrast them as in Irving’s time; pp. 11, 76, 95.) 7. Dramatic elements in “Rip Van Winkle.’’ 8. Write your impression of your own city in 1930 (if, like Rip, you slept from now until then). 9. Joseph Jefferson in “Rip Van Winkle.’’ 10. Character sketch of Rip Van Winkle (pp. 77 ff.). 11. A defense of Rip’s wife. 12. Description of some village character of the student’s ac- quaintance, suggested by Rip Van Winkle or Ichabod Crane. 13. An editorial for some daily paper against provincialism (sug- gested by pp. 96-106). 14. A visit to a country church (cf. pp. 146-51). 15. A visit to some historic spot ' (or a place with literary associa- tions; cf. pp. 166 ff.). 16. A new explanation and end- ing for “The Spectre Bridegroom.’’ 17. Fellow passengers on a jour- ney (cf. pp. 245 ff.). 18. Christmas eve (Christmas day, or a Christmas dinner) in “old Virginia’’ (New England, or some other locality known to the student; cf. pp. 252 ff.). 19. John Bull in the twentieth century (cf. pp. 377 ff.). 20. Write a companion piece to John Bull — subject, “Uncle Sam.” 21. Character sketches of Icha- bod Crane; Brom Bones; Katrina Van Tassel. 22. The story of the Headless Horseman of Sleepy Hollow (your own version). 4 ' SELECTIONS FOR READING ALOUD 11 THE SKETCH BOOK— SELECTIONS FOR CLASS READING. 1. — The wreck (pp. 52-55). 2. — Rip Van Winkle’s character and home life (pp, 76-81). 3. — Rip and Hendrick Hudson’s crew (pp. 82--85) 4. — The awakening (pp. 85-92). 5. — England and America (pp. 102-106). 6. — The story of Robert Emmet (pp. 117-21). 7. — “The Spectre Bridegroom” (pp. 206-223), 8. — “Westminster Abbey” (pp. 224-236). 9. — An English Christmas (pp. 237-43). 10. — “The Stage Coach” (pp. 244- 251). 11. — Christmas eve at Brace- bridge Hall (pp. 256-64). 12. — An English Christmas dinner (pp. 281-89). 13. — The joys of Little Britain (pp. 314-21). 14. — Wanderings in Stratford-on- Avon (pp, 323-29). 15. — “John Bull” (pp. 379-89). 16. — “The Pride of the Village” (pp. 391-99). 17. — “The Angler” (pp, 403-10), 18. — Ichabod Crane (pp. 414-19). 19. — Ichabod in love (pp. 420-26). 20. — The party at Van Tassel’s (pp. 431-37). 21. — Ichabod’s journey home (pp. 438-43). A CHRISTMAS CAROL, ETC.— THEME SUBJECTS. 1. The life of Dickens (pp. 1-14). 2. Characteristics of Dickens (pp. 10-18; especially characteris- tics reflected in the stories in this volume). 3. The story of Scrooge’s life (pp. 56-70). 4. An editorial on “Christmas Cheer” for a modern newspaper of December 24, suggested by “A Christmas Carol.” 5. English Christmas customs as reflected in this story. 6. The story of Tiny Tim (pp. 79-84, 108 ff., 120). 7. Marley’s ghost. 8. Describe a country dance, or other social festivity, after Dick- ens’ manner in his account of the Fezziwigs’ ball (pp. 62 ff.). 9. Describe one of your English recitation periods in the same style. 10. The story of the Golden Mary. 11. Richard Doubledick’s career as a soldier. Rewrite the story In brief form with the historical set- ting of our Revolutionary or Civil War. 12. The historical background of “Richard Doubledick.” 13. The function of the cricket in “The Cricket on the Hearth” (p. 22 ). 14. The story of Edward Plum- mer. 15. Dramatic situations in “The Cricket on the Hearth.” 16. Poetical devices in “A Christmas Carol” and “The Cricket on the Hearth” (pp. 22, 28, 293, etc.). 17. The humor of “A Christmas Carol.” (Give examples in the theme.) 18. The pathos of any of these stories. 19. The exaggeration of Dickens. (See also theme subjects on pp. 25- 29.) 12 THEME SUBJECTS AND A CHRISTMAS CAROL, ETC.— SELECTIONS FOR CLASS READING. 1. — An example of a clever be- ginning for a story (p. 31). 2. — Scrooge in his counting' house (pp. 32-35, 38-40). 3. — Scrooge and Marley’s ghost (pp. 44-50). 4. — The Ghost of Christmas Past (pp. 54-56). 5. — The Fezziwig ball (pp. 62-64). 6. — The Ghost of Christmas Pres- ent (pp. 73-78). 7. — The Cratchit’s Christmas din- ner (pp. 79-86). 8. — At Scrooge’s nephew’s (pp. 88-94). 9. — The Ghost of Christmas Yet to Come (pp. 97-101). 10. — Scrooge in the presence of death (pp. 105-113). 11. — “The end of it’’ (pp. 114- 121 ). 12. — The passengers on the Gold- TREASURE ISLAND- 1. The life of Stevenson (pp. 11- 25). 2. How Stevenson trained him- self to write (pp. 13, 14). 3. Character sketch of Stevenson (pp. 17, 20, 22, 25-27). 4. Stevenson in Samoa (pp. 25- 27). 5. How Stevenson came to write “Treasure Island” (p. 18). 6. “Treasure Island” and “The Money-Diggers” in Irving’s “Tales of a Traveller.” 7. “Treasure Island” and Poe’s “Gold-Bug.” 8. The days of piracy (pp. 30- 31). 9. A story suggested by Billy Bones’ song (p. 37). 10. An original story of a search for buried treasure (at or near the student’s own home, for example). 11. Narratives of different por- en Mary (pp. 128-30). 13. — The wreck of the Golden Mary (pp. 134-39). 14. — Golden Lucy’s death (pp. 142-45). 15. — The Story of the Chief Mate (pp. 149-56). 16. — A sail (pp. 164-67). 17. — Doubledick’s reformation (pp. 179-81). 18. — Doubledick’s convalescence (pp. 187-89). 19. — The kettle and the cricket (pp. 195-200). 20. — Caleb’s deceit (pp. 224-29). 21. — The crisis in the Peerybingle story (pp. 258-65). 22. — The Carrier’s decision (pp. 268-72). 23. — Caleb’s confession (pp. 275- 278). 24. — Explanations (pp. 280-85). -THEME SUBJECTS. tions of “Treasure Island,” e. g.:, Billy Bones at the “Admiral Benbow” (pp. 33-52). Examining the sea-chest (pp. 55-69). Securing the crew for the- Hispaniola (pp. 71-87). The voyage to Treasure Is- land (pp. 88-99). Jim’s shore adventure (pp. 106-23). Ben Gunn’s story (pp. 118- 123). The landing of the Squire’s party (pp, 124-33). The defense of the stockade (pp. 134-56). Jim’s sea adventure (pp. 157- 192). The finding of the treasure (pp. 215-39). 12. An original narrative and- description of a trip of exploration SELECTIONS FOR READING ALOUD 13 in a wild and strange place (cf. pp. Ill ff.). 13. Character sketches of the foDiwing: Jim Hawkins. Billy Bones. Dr. Livesey. Captain Smollett. TREASURE ISLAND— SELEC 1. — Billy Bones (pp. 33-38). 2. — Black Dog’s visit (pp. 40-44). 3. — The black spot (pp. 48-52). 4. — The escape of Jim and his mother (pp. 57-63) 5. — The captain’s papers (pp. 67- 70). 6. — John Silver introduced (pp. 72, 73, 76-81) 7. — Captain Smollett introduced (pp. 82-87). 8. — Jim in the apple barrel (pp. 92-99). 9. — Jim explores the Island (pp. 110-116). 10. — Ben Gunn appears (pp. 117- 123). 11. — The jolly-boat’s last trip (pp. 129-33). 12 . — Silver’s embassy (pp, 14.5-150). Long John Silver. Squire Trelawney. The buccaneers — Black Dog, Pew, and others. (Are they differentiated? If so, how?) 14. Description of the contents of some old box or chest; e. g., a chest the student finds in his grandfather’s garret. [ONS FOR CLASS READING. 13. — The attack on the stockade (pp. 153-56). 14. — Jim starts on his sea adven- ture (pp. 158-67). 15. — Jim boards the Hispaniola (pp. 170-78). 16. — The end of Israel Hands (pp. 180-86). 17. — Jim’s escape from the ship (pp. 187-92). 18 . — Jim and Long John in the stockade (pp 194-200). 19. — Silver defends himself (pp. 203-207). 20. — The search for treasure (pp. 217-27). 21 . — Rescue and explanations (pp. 228-31). 22 . — A good ending (pp. 238, 239). THE LAST OF THE MOHICANS— THEME SUBJECTS. 1 . Cooper’s life (pp. 7-11). 2. The historical background of “The Last of the Mohicans’’ (pp, 21 ff.). 3. Pioneer days in New York (or whatever part of the country the student lives, or has lived, in). 4. An Indian you have known (or seen). Contrast the life of Indians on modern reservations with the wild life described in this novel. 5. (Character sketches of Hawk- eye, Chingachgook, Uncas, Magua, Heyward, Cora, Alice, David Gamut. 6. Comparison of David Gamut and Ichabod Crane. 7. Narratives of prominent divis- ions of the story, as follows; The trip to Glenn’s Falls (pp. 29-66). The fight at Glenn’s Falls (pp. 81-99). The capture and subsequent rescue of Heyward’s party (pp. 109-46). The journey to Fort William 14 THEME SUBJECTS AND Henry (pp. 156-83). The surrender of Fort Will- iam Henry, and the mas- sacre (pp. 202-25). The pursuit of Magua and his prisoners (pp 227-72). Gamut’s adventures among the Indians (pp. 276 ff.). Heyward in the Huron camp. The rescue of Alice (pp. 283-330). The captivity and rescue of Uncas (pp. 294-341). Magua and the Delawares (pp. 346 ff.). Magua’s final attempt to escape with Cora (pp. 410- 16). Mourning for “the last of the Mohicans” (pp. 417-30). 8. Descriptions of important scenes; for example: The cave at Glenn’s Falls (pp. 69 ff.). The ruined block-house (pp. 157 ff.). Fort William Henry and the THE LAST OF THE MOHICANS— I 1. — Heyw’ard’s party starts for Fort William Henry (pp. 25-32). 2. — Hawkeye and his Indian friends (pp. 40-48). 3. — Up to Glenn’s Falls (pp. 64- 67). 4. — In the cave at the Falls (pp. 69-75). 5. — The first combat with the Mingoes (pp. 86-94). 6. — Captured by Magua (pp. 109- 14). 7. — Heyward and Magua (pp. 115- 17, 121-24). 8. — Magua and Cora (pp. 128-34). 9. — Tortures are commenced (pp. 136-40). 10. — The Hurons are beaten (pp. 141-45). 11. — The ruined block-house (pp. 157-61). besiegers’ camp (pp. 176 ff.). The beaver town (p. 273). The Huron village (pp. 287 ff.) 9. Following a trail through a forest (pp. 229 ff.). Compare Hawk- eye’s skill with that of the Indians. 10. Descriptions of persons, such as the following: Gamut as an Indian (pp. 274 ff.). Hawkeye as a bear (pp. 313 ff.). Tamenund (pp. 361-63). Chingachgook at the burial of Uncas (pp. 418 ff.). 11. Compare one of the most ex- citing scenes of this novel with one of the most exciting in some quieter story — “The Vicar of Wakefield” or “Silas Marner,” for example. 12. Write an account of an im- aginary visit by Hawkeye to New York State today, and his impres- sions of the changes. (See also theme subjects on pp. 13, 14.) LECTIONS FOR CLASS READING. * 12. — General M u n r o and his daughters (pp. 196-201). 13. — The massacre, and the flight of Magua with Cora and Alice (pp. * 218-25). 14. — Finding the trail (pp. 229- 37). 15. — Across Lake George (pp. 254- 62). 16. — Re-enter David Gamut (pp. 274-81). 17. — Uncas in captivity (pp. 294- 303). 18. — Magua and Uncas (pp. 308- 12 ). 19. — Hawkeye “plays bear” (pp. 313-18). 20. — The rescue of Hawkeye with Uncas (pp. 335-41). 21. — The old Delaware ' chief Tamenund (pp. 361-63). SELECTIONS FOR READING ALOUD 15 22. — Magua before the council (pp. 370-74), 23. — Uncas before the council (pp. 378-85). 24. — The death of Uncas, and Cora, and Magua (pp. 410-16). 25. — An Indian burial (pp. 417-24, 428-30). MARMION— THEME SUBJECTS. (See also subjects for “The Lady of the Lake.”) 1. The historical setting of “Marmion” (pp. 48-52, 270-88, etc.). 2. The relations of the introduc- tory epistles to the main poem (pp. 47, 71, 102, 135, 249, etc.). 3. Scott’s life at Ashestiel (as indicated in the Introduction, pp. 59-61, etc.). 4. Scott’s favorite amusements (pp. 94-97, 166, 167, etc.). 5. Character sketches of Mar- mion, De Wilton, Clare, the Abbess, King James, Douglas. 6. Write a funeral oration for Marmion, 7. Comparison of the Palmers in “Marmion” and in “Ivanhoe.” 8. Narratives (or paraphrases, in part) of the following important divisions cf the story: Marmion at Norham Castle (pp. 72-92). The Host’s tale (pp. 148 ff.). What connection has this with the main story? Marmion and the Elfin Knight (pp 156-59, 168-70). Sir David Lindesay’s tale (pp. 178 ff. ; its connection, if MARMION— SELECTIONS 1. — The reception of Marmion at Norham Castle (pp. 74-76). 2. — Sir Hugh the Heron and Mar- mion (pp. 80-83), 3. — Scott’s reminiscences of hunting ’(pp. 94-97). 4. — The Vault of Penitence (pp. 117-26). any, with the main story). Marmion and Clare (pp. 284 ff., etc.). The King and Douglas (pp. 217-20, etc.). De Wilton’s story (pp. 256 ff.). The battle of Flodden Field (pp. 270 ff.). The death of Marmion (p. 285). 9. Christmas observances (pp, 241-44; compare those here de- scribed with those the student knows). 10. Elaborate and paraphrase the description of one of the castles Scott describes; e. g., Crichtoun, p. 176; or Tantallon, pp. 238, 251. 11. Paraphrase Lady Heron’s song about “Young Lochinvar” (pp. 213-16). 12. Compare a modern army with the description of the Scotch army (pp, 202-4). 13. Compare a modern battle (e. g., one in our Civil War) with Flodden Field. 14. Narrate the Battle of Flod- den Field in good newspaper style, with Scotch editorial on the dis- aster. FOR CLASS READING. 5. — Scott on his own poetic themes (pp. 132-35). 6. — Marmion at the Inn (pp. 138- 144). 7. — The itieeting with Lindesay (pp. 172-74). 8. — Marmion and the Elfin Knight (pp. 182-84). 16 THEME SUBJECTS AND 9. — The Scottish camp at Black- ford (pp 187-91). 10. — The Scottish soldiery (pp. 202-206). 11. — King James IV of Scotland (pp. 209-212). 12. — Lady Heron’s song (pp. 213- 216). 13. — Douglas and the King (pp. 217-20). LONGFELLOW’S NARRATIVE 1. Sketch of Longfellow’s life (pp 13-23). 2. Imaginary conversation be- tween Longfellow and Hawthorne: during their college days (pp. 13- 15) on what they hoped to accom- plish in life; or a later conversa- tion on the story of “Evangeline” (pp. 48-49). 3. Character sketch of Longfel- low (pp. 21, 25, 30, and various hints in the poems read). 4. First person paraphrase of the Viking’s story (pp. 40-44). 5. An account, in the best news- paper manner, of “The Wreck of the Hesperus” (pp. 44-47); or of “Paul Revere’s Ride” (pp. 306-9). 6. The historical basis of “Evangeline” (pp. 49-53); or of “The Courtship of Miles Standish (pp. 251-54 and Notes). 7. Character sketch of “Evange- line.” 8 . Narrative themes on such subjects as the following: The destruction of Grand- Pre (pp. 64-78). Gabriel’s story after the ex- ile. Evangeline’s search for Ga- briel. 9. Descriptive themes on such subjects as the following: The village of Grand-Pre (pp. 57, 58). 14. — Some Christmas observances (pp. 241-44). 15. — De Wilton reveals himself and tells his story (pp. 255-61). 16. — Marmion and Douglas (pp. 264-66). 17. — The battle of Flodden Field (pp. 270-72, 275-79, 285-88). 18. — The death of Marmion (pp. 280-85). POEMS— THEME SUBJECTS. Evangeline’s home (pp. 59, etc.). Basil’s home in Louisiana (pp. 87, 88). The mission in the desert (p. 97). 10. A happy ending for “Evange- line.” 11. Literary influences on Hia- watha (pp. 106-12). 12. Narratives of various por- tions ,of “Hiawatha” (or para- phrases) : Mudjekeewis and the Great Bear (pp. 125, 126). Kabibonokka and Shingebis (pp. 128-30). Hiawatha and Mudjekeewis (pp. 138-43). Hiawatha and Minnehaha (pp. 144, 174-79). The story of Mondamin (pp. 146-51). Hiawatha and the sturgeon (pp. 160-65). Hiawatha and Megissogwon (pp. 166-72). Pau-Puk-Keewis (pp. 180-82, 210-24). The death of Kwasind (pp. 225-28). The coming of the white man (pp. 243 ff.). 13. Character sketches of Miles Standish, John Alden, Priscilla. 14. Dramatizations of important SELECTIONS FOR READING ALOUD n scenes in “The Courtship of Miles Standish”; for example, the follow- ing: Standish’s request (pp. 256- 62). John Alden at Priscilla’s house * (pp. 264-67). His report to Standish (pp. 269-71). The scene on the beach (pp. 274 ff.). And so on through the poem. 15. Paraphrases, or condensed summaries, of the shorter narra- tives among “Tales of a Wayside Inn’’ (pp. 311-18, 321-27, 373-78). 16. Construct, from the some- what scattered hints in “The Saga of King Olaf’’ and from whatever sources are available, a connected story of the career of the King. 17. Present the farmers’ case against “the birds of Killing- worth,” or a case against the birds of your own town. LONGFELLOW’S NARRATIVE POEMS— SELECTIONS FOR CLASS READING 1. — “The Skeleton in Armor” (pp. 40-44). 2. — Introduction to “Evangeline” (p. 56). 3. — Grand-Pre and Evangeline (pp. 57-59). 4. — Indian summer at Grand-Pre (pp. 61-63). 5. — In Louisiana (pp. 84-87). 6. — A moonlight night (pp. 91- 92). 7. — The final meeting (pp. 102-4). 8. — Introduction to “Hiawatha” (pp. 118-20). 9. — Hiawatha’s childhood (pp. •(134-36). 10. — How Hiawatha makes a canoe (pp. 156-59). 11. — Chibiabos’ song at the wed- ding feast (pp. 183-84). 12. — Disasters (p. 228). 13. — The death of Minnehaha (pp. 234-38). 14. — ^Hiawatha’s departure (pp. 248-49). 15. — John Alden on his errand (pp. 264-67). 16. — Miles Standish at the coun- cil (pp. 271-72). 17. — The departure of the May- fiower (pp. 275-77). 18. — The wedding (pp. 289-90). 19. — The musician (pp. 304-5). 20. — “Paul Revere’s Ride” (pp. 306-9). 21. — The restoration of Robert of Sicily (pp. 324-27). 22. — “The Challenge of Thor” (pp. 328-29). 23. — “The Nun of Nidaros” (pp. 369-71). 24. — The destruction of the “birds of Killingworth” (pp. 384-86). SILAS MARNER— THEME SUBJECTS. 1. The life of George Eliot (pp. 7-11). 2. Review of another of her novels besides “Silas Marner.” (See comments on pp. 13-16). ^ 3. George Eliot’s artistic creed (pp. 18-20). 4. The lesson of “Silas Marner” (pp. 26, 29, 30). 5. Narratives of the following divisions of the story: The history of Marner before he came to Raveloe. The story of Marner’s hoard. 3 18 THEME SUBJECTS AND The story of Godfrey Cass. The story of Dunstan Cass. The story of Eppie. 6. Character sketches of the fol- lowing: Marner. (This may be di- vided into two parts — before and after the coming of Eppie.) Godfrey Cass. Nancy. Dolly Winthrop. Eppie. 7. An account of a social even- ing at some country inn, or similar place (cf. pp. 93 ff.). 8. An account of a rural party (cf. pp. 158 ff.). SILAS MARNER— select; 1. — Marner’s life before he came to Raveloe (pp. 40-48). 2. — How Marner became a miser (pp. 51-59). 3. — The status of the Cass story (pp. 62-69, 72-75). 4. — Marner loses his money (pp. 79-85, 89-91). 5. — The talk of the village worthies at the Rainbow Inn (pp. 93-106). 6. — Marner tells of his loss (pp. 108-14). 7. — Godfrey and his father (pp. 127-35). 8. — Silas and Mr. Macey (pp. Ill- Ill). 9. — Dolly Winthrop (pp. 144-51). 10. — Miss Nancy Lammeter (pp. 9. Dramatic situations in “Silas Marner’’ (pp. 28, 29). An original dramatization of one of them may well be asked. 10. A day in Raveloe (a real or imaginary account of a day in such a village). 11. The function of the child in “Silas Marner’’ (cf. Tennyson’s “Princess”), 12. A baby I know (cf. parts of “Silas Marner” dealing with Eppie’s childhood), 13. Dickens suspected that George Eliot’s novels were written by a woman. Show why he thought so. SIS FOR CLASS READING. 158-168). 11. — Dancing at the Red House (pp. 175-81). 12. — Marner entertains a guest (pp. 185-93). 13. — Dolly Winthrop helps Marner with the child (pp. 206-12). 14. — Eppie’s childhood (pp. 212- ' 221 ). 15. — Some changes of sixteen years (pp. 224-33) 16. — Eppie and Silas (pp. 239-44). 17. — The truth comes out (pp. ' 259-63). 18. — Eppie will not be adopted (pp. 266-76). 19. — Silas goes back to Lantern Yard (pp. 280-84). 20. — The conclusion (pp. 285-88), THE DE COVERLET PAPERS— THEME SUBJECTS. 1. The life of Addison (pp. 38, 39). 2. The life of Steele (pp. 42, 43), 3. Character sketches of each; or a contrast of the two (pp. 40, 41, 44-47; see also Macaulay’s “Es- say on Addison,” and theme sub- jects based on it). 4. The Spectator as a portrait of Addison (pp. 49 ff.). 5. The work of Addison and of Steele In the “De Coverley Papers.” (Note the authorship of the re- spective papers, differences in SELECTIONS FOR READING ALOUD 19 manner or spirit that can be de- tected, etc.) 6. “The Spectator” as compared or contrasted with a newspaper of today (pp. 13, 35-38). 7. “The Spectator” and Irving’s essays. (Cf. “Sketch Book,” pp. 25, 26.) 8. A “Spectator” of the twen- tieth century (the student’s own comment, in the manner of the “Spectator,” on some folly of the day, or the like; cf. Thackeray’s “Spectator” paper in “Henry Es- mond,” pp. 408 ff.). 9. Character sketches of Sir Roger, Sir Andrew Freeport, Will Wimble, Will Honeycomb. 10. Elements of the novel in the “De Coverley Papers” (and what they lack to make a novel). THE DE COVERLEY PAPERS— S 1. — The Spectator and his club (pp. 50-53, 55-62). 2. — Sir Roger on fashion (pp. 63- 67). • 3. — Sir Roger and his household (pp. 79-81, 84-88). 4. — “The Coverley Economy” (pp. 118-22). 5. — Will Wimble (pp. 89-93). 6. — Sunday with Sir Roger (pp. 106-10). 7. — Sir Roger’s love affair (pp. 111-16, 140-45, etc.). 8. — Sir Roger as a hunter (pp. 125, 126, 128-34). 11. Some subjects of satire in the “De Coverley Papers” (e. g., pp. 74 ff., 170 ff., etc.). 12. The London coffee-house of Addison’s time (pp. 23-25). (Has the coffee-house a present-day equivalent in social life?) 13. Sir Roger at a twentieth century theatre (cf. pp. 215 ff.). 14. Sir Roger at Coney Island (or some amusement park of the present). 15. The gypsies of Sir Roger’s time and today (pp. 180-84). 16. A new version of Sir Roger’s love story. 17. Rewrite the “Spectator” paper on “Party Feeling” (pp. 169- 74) to fit our own political condi- tions, using the editorial form. ECTIONS FOR CLASS READING. 9. — Moll White (pp. 136-39). 10. — Sir Roger at the assizes (pp. 156-60). 11. — The story of Florio and Leonilla (pp. 162-67). 12. — Party feeling (pp. 169-74). 13. — The journey to London (pp. 189-93). 14. — Sir Roger visits Westminster Abbey (pp. 208-12). 15. — Sir Roger at the play (pp. 213-17). 16. — The death of Sir Roger (pp. 228-32). THE LADY OF THE LAKE— THEME SUBJECTS. (See also subjects for “Ivanhoe.”) 1. Scott’s boyhood (with empha- sis on the cultivation of character- istics displayed in his poems; pp. 10 - 12 ). ^ 2. Scott as a landed proprietor (pp. 27-33). This may well take the form of an imaginary visit to Abbotsford. 3. Scott in business (pp. 23-25, 34-36). Compare his struggle against debt with Mark Twain’s. 4. The historical setting of “The Lady of the Lake” (pp. 46-48). 20 THEME SUBJECTS AND 5. A visit to the scene of “The Lady of the Lake.” 6. Summary of the action; as a whole, or by parts (cantos or other logical divisions). 7. Character sketches of Fitz- James, Roderick Dhu, Ellen, Mal- colm, Douglas. 8. Highland customs reflected in the poem (pp. 129 ff., 253, 254, etc.). 9. The use of the Minstrel in the poem. 10. The interpolated lyrics — what purposes do they, respectively, serve? 11. Descriptions of scenes re- sembling, in one way or another, THE LADY OF THE LAKE— SE 1. — The chase (pp. 60-65). 2. — The Trosachs (pp. 66-68). 3. — Ellen (pp. 72-74). 4. — Ellen’s song (pp. 83-85). 5. — Roderick’s arrival (pp. 100- 105). 6. — Roderick's proposal (pp. 113- 118). 7. — The consecration of the bloody cross (pp. 128-32). 8. — The summoning of the clan (pp. 132-35). 9. — The Coronach (pp. 136, 137). 10. — Roderick overhears Ellen’s song (pp. 147-50). 11. — The ballad of Alice Brand attractive scenes depicted in “The Lady of the Lake.” 12. Soldier life in Stirling Castle (pp. 219 ff.). 13. Contrast feudal warfare (es- pecially as shown on pp. 81, 182) with modern warfare, such as the Russo-Japanese war. 14. Show, by selected passages, Scott’s veneration for the ideals of feudalism (pp. 81, 228, etc.). 15. Rewrite the scene of the combat between Roderick and Fitz- James (pp. 198-200) in the prose style of Scott as in the tourna- ment scene in “Ivanhoe.” ICTIOXS FOR CLASS READING, (pp. 162-67). 12. — Fitz-James and the mad woman (pp. 172-78). 13. — The hospitality of a High- lander (pp. 180-83). 14. — The hidden army (pp. 188- 92). 15. — The combat (pp. 195-200). 16. — Douglas at the games (pp. 207-11). 17. — The speech of Douglas (pp. 212, 213). 18. — The Battle of Beal an Duine (pp. 232-40). 19. — Fitz-James reveals himself to Ellen (pp. 243-49). SELECTIONS FROM TENNYSON— THEME SUBJECTS. 1. Tennyson’s life (pp. 7-26). 2. The story of Arthur (up to the time of “Gareth and Lynette”). 3. The story of Gareth and Lyn- ette. 4. Explanation of the allegory in “Gareth and Lynette” (pp. 313-15). 5. The story of Lancelot and Elaine. 6. “Lancelot and Elaine” as an “idyll.” (Explain the meaning of the term as first used, as used by Tennyson; and illustrate from the poem in question.) 7. The story of Lancelot and Guinevere (as indicated in “Lance- lot and Elaine,” or with considera- tion also of future events). 8. “The Passing of Arthur.” 9. Character sketches of Lance- lot, Guinevere, Arthur, Bedivere, Elaine, Gareth, Lynette. (See, for SELECTIONS FOR READING ALOUD 21 example, pp. 112, 113, 118, etc.) fc 10. The story of any of the short poems in the volume, e, g.: “Mariana” (pp. 174-76, 321, 322). “The Gardener’s Daughter” ^ (pp. 210-19). “St. Simeon Stylites” (pp. 220-27, 336). “Ulysses” (pp. 227-29, 337, 338). 11. Paraphrase of “The Re- venge” (pp. 279-86; with explana- tion of historical background, p. 357). 12. Tennyson’s view of the poet and his mission (pp. 182-84, 323, 191-202, 328, 297-302, 361). 13. “The Lady of Shalott” and Elaine. 14. A contrast of “The Lotos- SELECTIONS FROM TENNYSON— 1 1. — Gareth wins his first quest (pp. 77-81). 2. — Gareth rescues a Baron (pp. 85-88). • 3. — The encounter with Sir Morn- ing-Star (pp. 89-92). 4. — The encounters with Noonday Sun and Evening-Star (pp. 93-98). ^ 5. — Gareth and Lancelot (pp. 100- 103). 6. — The end of Gareth’s quest (pp. 105-7). 7. — Elaine and Lancelot’s shield (pp. 108-9, 116-21). 8. — Lancelot and Guinevere (111- 13). 9. — Lancelot is wounded (pp. 123- 25). 10. — Gawain and Elaine (pp. 129- 32 ). Eaters” and “Ulysses” (in attitude toward life, for instance). 15 Summary of Tennyson’s esti- mate of Wellington. (On p. 243 he calls Wellington the “greatest soldier ” Compare Caesar or Han- nibal or Alexander or Napoleon or Washington.) 16 . The occasion and purpose of “In Memoriam” (pp. 351-55). 17 . “Merlin and the Gleam” as a summary of Tennyson’s poetic career and ambitions (p. 361). 18 . In order to bring out the dif- ferent conceptions of religion by Sir Galahad and St. Simeon Stylites, write* (1) Sir Galahad’s opinion of St. Simeon. (2) St. Simeon’s opinion of Sir Galahad. LECTIONS FOR CLASS READING. 11 . — Elaine nurses Lancelot (pp. 135-41). 12 . — The death of Elaine (pp. 141- 47). 13. — Elaine comes to court (pp. 150-54), 14. — “The Passing of Arthur” (pp. 163-73). 15 . — The shorter poems in the volume should generally be read as wholes if read in class. Among those best adapted to such reading are: “Break, Break, Break” (p. 233). “The Song of the Brook” (pp. 234-35). “The Revenge” (pp. 279-86). “The Throstle” (p. 303). “Crossing the Bar” (p. 304). AS YOU LIKE IT— THEME SUB.IECTS. (See also subjects for “The Mer- i to its source (pp. 30-37). chant of Venice.”) 2. Pastoral elements in “Ay You 1 . “As You Like It” in relation * Like It” (p. 32). f 22 THEME SUBJECTS AND 3. The use of prose in this play (p. 37). 4. The songs (the purpose of each and its effectiveness in its place). 5. Narrative themes on the fol- lowing stories: Orlando and Oliver. The banished Duke and his brother. Orlando and Rosalind. Oliver and Celia. Touchstone and Audrey. Silvius and Phoebe. 6. A description of the Forest of Arden; or some forest the stu- dent knows where events similar to those of this play might be imag- ined to take place. 7. Discuss the reasonableness Df the reformation of Duke Fred- erick and Oliver. 8. The relation of Jaques to the main plot, or any of the minor plots, of the play. AS YOU LIKE IT— SELECd 1. — The wrestling match (pp. 57- 64). 2. — Rosalind is banished (pp. 67- 71). 3. — The banished Duke and his companions (pp. 72-75, 84-86, 88- 91). 4. — Orlando’s flight (pp. 76-79, 92- 96). 5. — Corin and Touchstone (pp. 99- 101 ). 6. — Love verses to Rosalind (pp. 9. The dramatic structure of “As You Like It.” (How are the subordinate stories related or com- bined with the main ones?) 10 Satire in this play (e. g., p. 157, etc.). 11. Character sketches of the following: Orlando. (Is he more than a rather conventional ro- mantic lover?) Rosalind. Celia. Jaques. (Is he really melan- choly?) Touchstone. 12. What becomes of Adam? (Let the student devise a way to use him later in the play.) 13. Lessons from “As You Like It.” 14. Three of the most used quo- tations and the cause of their popularity. 15. Shakspere’s humor — compare Dickens. )NS FOR CLASS READING. 98, 101-107). 7. — Rosalind and Orlando (pp. 109-114, 129-35). 8. — Touchstone and Audrey (pp. 114-118, 145-47, 152-54). 9. — Silvius and Phoebe (pp. 121- 127, 137-40). 10. — Oliver arrives in the forest (pp. 140-44). 11. — The climax in the compli- cated love stories (pp. 147-52) 12. — The conclusion (pp 154-63). THE VICAR OF WAKEFIELD— THEME SUBJECTS. 1. Goldsmith’s life (pp. 9-16). 2. Some of Goldsmith’s friends (pp. 12-18). 3. Character sketch of Goldsmith (pp. 16-18; and indications in “The yicar of Wakefield”). 4. Goldsmith’s literary work (kinds and character of each; pp. 19, 20). 5. The Vicar as a portrait of Goldsmith’s father. 6. Autobiographical elements in SELECTIONS FOR READING ALOUD 23 the story of George (pp. 153 ff.). 7. Parallels between “The Vicar of Wakefield” and the “Book of Job.” 8. Character sketches of the Vicar, his wife, George, Olivia, ^ Sophia, Moses, Squire Thornhill, Sir William Thornhill, Jenkinson. 9. Narratives of different parts of the story; e g.: The Vicar’s fortune — how lost and how recovered. Mr. Burchell’s story. The sale of the Vicar’s horses. The search for Olivia. George’s experiences “seeking his fortune.” THE VICAR OP WAKEFIELD— S 1. — The first misfortune (pp. 33- 36). 2. — Squire Thornhill and Mr. Burchell (pp. 39-44). 3. — The Vicar’s new home (pp. 46-50). 4. — The Squire appears (pp. 51- 54). r 5. — “The family endeavor to cope with their betters” (pp. 81-86). 6. — The party at Flamboroi’ ^h’s (pp» 87-92). 7. — Moses goes to the fair (pp. ‘ 94-99). 8. — The Vicar goes to the fair (pp. 105-111). 9. — A climax in Olivia’s story (pp. 129-36). The career of Mr. Jenkinson. The Vicar in prison. 10 . The untangling of the plot (pp. 235 ff.). (A theme suggesting other ways of untangling it might rouse interest.) 11 . Moses (or the Vicar) at some fair of the present day. 12 . English prisons in Gold- smith’s day. 13 . Paraphrase of the Ballad re- cited by Mr. Burchell (pp. 68-73). 14 . Comparison of this novel with one of Dickens or Scott with reference to (1) style, (2) interest, (3) purpose, (4) humor, etc. :.ECTIONS FOR CLASS READING. 10 . — George in London (pp. 154- 62). 11 . — George’s wanderings (pp. 164- 70). 12. — The Vicar finds Olivia (pp. 174-80). 13 . — “Fresh calamities” (pp. 192- 97). 14 . — The Vicar in gaol (pp. 198- 210 ). 15 . — The climax of misfortune (pp. 216-27). 16 . — Mr. Burchell’s true identity appears (pp. 235-43). 17. — The Squire’s villainy is un- masked (pp. 245-52). 18. — Jenkinson to the rescue (pp. 256-60). THE PILGRIM'S PROGRESS— THEME SUBJECTS. 1 . Bunyan’s life (pp. 5-15). 2 . The history of England dur- ing Bunyan’s life (especially his manhood, the Civil War, Crom- well’s Protectorate, and the Re- storation; pp. 6, 7, 11, 13, etc.). 3. An imaginary picture of Bun- 4 yan in prison; or a scene between Bunyan and his jailor (pp. 12-14). 4. Write a denunciation of Bun- yan playing “cat” (p. 8) in the style of Christian’s discourse. 5. Narrative and descriptive themes on various adventures of the book or places described, as follows: The Slough of Despond (pp. 43-45). 24 : THEME SUBJECTS AND Christian and Mr. Worldly Wiseman (pp. 46 ff.). At the House of the Inter- preter (pp. 61 ff.). Christian and his roll, on the Hill Difficulty (pp. 77-82). Christian in the Palace Beautiful (pp. 92-96). Christian and Apollyon (pp. 98-104). In the Valley of the Shadow of Death (pp. 104-111). The adventures of Faithful (pp. 112 ff.). Vanity Fair (pp. 140-53). By-ends and his companions (pp. 155 ff.). Demas and the Hill Lucre (pp. 165-68). Along the River of the Water of Life (pp. 171 ff.). Doubting Castle and the Giant Despair (pp. 175 ff.). In the Delectable Mountains (pp. 182-88). In the country of Beulah (pp. 230-32). Entrance into the Celestial City (pp. 232 ff.). THE PILGRIM’S PROGRESS— SE 1 . — Christian starts on his jour- ney (pp. 35-40). 2 . — The Slough of Despond (pp. 42-45). 3 . — Christian and Mr. Worldly Wiseman (pp. 46-50). 4 . — Some of the lessons at the house of the Interpreter (pp, 62-64, 67-68, 70-72). 5. — The adventure of the Hill Difficulty (pp. 78-82). 6. — Christian and Apollyon (pp. 98-104). 7. — In the Valley of the Shadow of Death (pp. 104-11). 8. — The world’s treatment of Pliable (pp. 113, 114). 9 . — Faithful’s meeting with Shame 6. A defence (or criticism) of Christian’s leaving his family (see pp. 90, 91, etc.). 7. Bunyan’s idea of heaven (pp. 41, 42, 235 ff.). 8. An original imitation of some episode from “The Pilgrim’s Prog- ress.” (Cf. Hawthorne’s “Celestial Railroad” in “Mosses from an Old Manse.”) This may profitably take the form of a satire (or a series of satires) on present-day evils; e. g., “soulless corporations,” “politi- cal corruption,” “bridge-whist gambling,” “tainted money,” etc. Christian or Hopeful may be brought into a modern city and made to observe its faults. 9. Character sketches of Chris- tian, Pliable, Worldly Wiseman, Apollyon, Faithful, Talkative, By- ends, Hopeful, Ignorance. (Note, as to each, whether or not he has individual traits, or Is a mere per- sonification of some quality.) 10. Bunyan’s knowledge of human nature. (Illustrate by ex- tracts.) ACTIONS FOR CLASS READING, (pp. 119-21). 10. — Talkative (pp. 124-29). 11 . — Vanity Fair (pp. 140-46). 12. — The trial of the prisoners (pp. 147-53). 13. — Demas and the Hill Lucre (pp. 165-68). 14 . — The River of the Water of Life (pp. 170, 171). 15 . — The encounter with the Giant Despair (pp. 175-82). 16. — On the Delectable Mountains (pp. 182-88). 17. — Saved by the Shining One (pp. 201-203). 18. — The Country of Beulah (pp. 229-32). 19. — The conclusion (pp. 235-41). SELECTIONS FOR READING ALOUD 25 IRVING’S TALES OF A TRAVELLER— THEME SUBJECTS. (See subjects for “The Sketch Book,” p. 10 above; also “Manual,” p. 15.) 1. American literature before Irving (pp. 9-11). 2. Irving’s boyhood (with par- ticular reference to occupations that affected his writings; pp. 12, 13). 3. Irving’s life abroad (pp 14, 15, 18 ff.). 4. Does Irving present his “moral” according to his declara- tion on page 37? 5. The plan of this collection of tales. (See “Manual,” pp. 12-13.) 6. An original ghost story by the student. 7. Description of the picture painted by the young Italian (p. 139). 8. The story of the “Poor-devil Author” and the highwayman (pp. 171-77). 9. A call upon a publisher (sug- gested by pp. 162 ff.). 10. Character sketch of Buck- thorne. 11. A country fair today (cf. the fair described by Buckthorne, pp. 200 ff.). 12. Buckthorne and his “Sacha- rissa.” 13. The disadvantages of a “poetical temperament.” (See the I story of Buckthorne, throughout.) 14. The career of a strolling I player (pp. 268 ff.). 15. An English traveller (as por- trayed by Irving, pp. 295 ff., 334 ff.). 16. An imaginary story of the acquaintance of the Polish count’s daughter and the Spanish princess’s nephew before the adventure nar- rated in “The Belated Travellers.” 17. Which “Tale” most appeals to your sense of humor? Why? 18. Hell-Gate as it is today. 19. The story of Captain Kidd (pp. 393 ff.). 20. Character sketches of Tom Walker and his wife (showing dif- ferences, etc.). 21. Nature pictures in “The Devil and Tom Walker.” (Note appropriateness to the character of the tale.) 22. Comparison of the stranger at the inn (in “Wolfert Webber,” pp, 435 ff.) with Billy Bones, in “Treasure Island.” 23. Dutch customs as reflected in the Knickerbocker stories. 24. Character sketches of Wol- fert Webber, Dirk Waldron, Ramm Rapelye, Black Sam. 25. An imaginary account of the real finding of Captain Kidd’s treasure. TALES OF A TRAVELLER— SELECTIONS FOR CLASS READING. 1. — The “Adventure of the Ger- man Student” (pp. 80-88). 2. — The “Adventure of the Mys- terious Picture” (pp. 89-98). 3. — The climax in the young Ital- ian’s story (pp. 131-40). 4. — “A Literary Dinner” (pp 148- 52). 5. — The “Poor-Devil Author” and the highwayman (pp. 170-77) 6. — How Buckthorne became an actor (pp. 204-210). 7. — The will of Buckthorne’s uncle (pp. 250-53). 8. — “The Booby Squire” (pp. 260- 66 ). 9. — The “Adventure of the Little Antiquary” (pp. 304-10). 10. — The “Adventure of the Pop* kins Family” (pp. 334-38). 26 THEME SUBJECTS AND 11. — The capture of the painter (pp. 342-49). 12. — How the bandit chieftain was driven to outlawry (pp. 350-53). 13. — “The Adventure of the Eng- lishman” (pp. 378-85) 14. — “Hell-Gate” (pp. 389-92). 15. — Tom Walker and the black man (pp. 401-406). 16. — Wolfert Webber’s home and family (pp. 418-24). 17. — Wolfert at the inn (pp. 424- 29). 18. — A stranger at the inn (pp. 435-39). 19. — The “Adventure of the Black Fisherman” (pp. 444-49). 20. — The stranger departs (pp. 451-54). 21. — Wolfert seeks the buried treasure (pp. 468-75). 22. — Wolfert’s recovery (pp. 475- 82). FRANKLIN’S AUTOBIOGRAPHY— THEME SUBJECTS. 1 . Give some of the chief his- torical events during Franklin’s life (pp. 9, 10, etc.). 2. Franklin’s diplomatic services (pp. 16-18). 3. Character sketch of Franklin (pp. 21-24). 4. Franklin as a scientist (pp. 14, 15, 242 ff.). 5. The scientific use of kites in Franklin’s time and now. 6. Character sketch of Franklin’s father (pp. 39 ff.). 7. How Franklin learned to write (pp. 44 ff. ; cf. Stevenson’s meth- ods). 8. Books that infiuenced Frank- lin (pp. 42, 47, etc.). 9. The newspaper of Franklin’s time (pp. 53 ff., 118 ff., 157 ff., etc.). Compare it with newspapers of to- day. 10. Franklin’s first journey from Boston to Philadelphia (pp. 56 ff.; cf. a similar trip now). 11. Franklin’s first visit to Lon- don (pp. 87 ff.). 12. The career of the “Junto” (pp. 114 ff., 164 ff.). 13. The first public library in America (pp. 129 ff.). 14. The story (and the char- acter) of Mrs. Franklin (pp. 63, 67, 80, 128, 134, etc.). 15. Discussion of the merits of Franklin’s suggestion about the teaching of languages (pp. 162, 163). 16. The origin of police and fire protection for Philadelphia (pp. 167 ff.). 17. Explanation of the construc- tion and working of the Franklin stove (p. 188). 18. How the University of Penn- sylvania was established (pp. 189 ff.). 19. Franklin as an office-holder (pp. 15, 165, 193 ff., 206, etc.). 20. Franklin in military affairs (pp. 215 ff., 230 ff.). 21. Description (or review) of a number of “Poor Richard’s Al- manac.” 22. Write a supposed diary of Franklin with items from days when he was in need (p. 62) and days of prosperity (p. 69), etc. 23. Franklin’s scheme for seem- ing “humble” (pp. 150-51). 24. Apply Franklin’s views of political parties (p. 152) to our present conditions. SELECTIONS FOR READING ALOUD 27 FRANKLIN’S AUTOBIOGRAPHY— SELECTIONS FOR CLASS READING. 1. — Introduction (pp. 29-31). 2. — Franklin’s boyhood (pp. 36- 39, 41-44). 3. — How Franklin learned to f write (pp. 44-48, 50-54). 4. — A journey from Boston to Philadelphia (pp. 56-62). 5. — Franklin deals with a drunk- ard (pp. 74-76). 6. — Franklin and his friends in Philadelphia (pp. 80-83). 7. — Franklin’s “principles and morals” (pp. 109-12, 124). 8. — The “Junto” (pp. 113-15, 164, 165). 9. — Franklin and his newspaper (pp. 118-26, 157, 158). 10. — Courtship and marriage (pp. 126-28). 11. — Starting a library (pp. 129- 33). 12. — Franklin’s religion and fru- gality (pp. 134-36, 153). 18. — Seeking “moral perfection” (pp. 137-46). 14. — “Poor Richard’s Almanac” (pp. 155-57). 15. — Franklin in public affairs (pp. 167-70, 178-80, 196-98, 199-206. etc.). 16. — Franklin and Whitefield (pp. 170-74). 17. — The Quaker attitude towarJ war (pp. 182-88). 18. — The University of Pennsyl- vania (pp. 189-93). 19. — Plans for the union of the colonies (pp. 208-10). 20. — Franklin as a military leader (pp. 230-37). 21. — Franklin as a scientist (pp. 242-48). 22. — A voyage to England in 1757 (pp. 258-62). POPE’S ILIAD, BOOKS I, VI, XXII, XXIV— THEME SUBJECTS. 1. Sketch of Pope’s life (pp. 11- 23). 2. Pope’s relations with Addison (pp. 14-18). Cf. Macaulay on Ad- dison. 3. Studies of Pope’s translation, in relation to the four points men- tioned on p. 27, with illustrations chosen by the student (either one theme or four) 4. Summary of the chief events assumed to have preceded Book I (pp. 39-40 and hints in the progress of the poem). 5. Narrative themes on different parts of the story, as follows: The quarrel of Agamemnon and Achilles (pp. 45 ff.). Glaucus and Diomed (pp. 78- 83). ^ Hector’s mission within the walls in Book VI. The encounter of Achilles and Hector (pp. 132 ff.). Priam’s visit to Achilles (pp. 164 ff.). 6. Paraphrases of short passages (e. g., some of those indicated be- low for class reading) in the man- ner of the literal prose translation quoted on pp. 100, 107, etc. 7. Character sketches of Achilles, Hector, Andromache, Agamemnon, Nestor, Paris, Priam, Helen; as re- vealed in the books read and in the synopses of the others. 8. The part played by the gods in Book I. (This may of course be applied elsewhere also.) 9. An original account of some thrilling event in Homeric style, with epic similes, speeches, etc. 28 THEME SUBJECTS AND POPE’S ILIAD— SELECTIONS FOR CLASS READING. 1. — The quarrel of Agamemnon and Achilles (pp. 45-49, 51-52). 2. — Nestor’s intercession (pp. 52- 54). 3. — Achilles and his mother (pp. 56-60). 4. — The Greek sacrifices (pp. 61- 62). 5. — Jupiter and Juno (pp. 64-66). 6. — Glaucus and Diomed (pp. 78- 82). 7. — Hecuba’s sacrifice to Pallas (pp. 84-86). 8. — Hector and Andromache (pp. 89-95). 9. — Hector in the attack on the wall (p. 107). 10. — Priam’s lament and plea to Hector (pp. 127-29). 11. — ^Hector awaiting Achilles, * and his flight (pp. 130-33). 12. — The combat of Hector and Achilles (pp. 138-41). 13. — Andromache hears of Hec- tor’s death (pp. 145-48). 14. — Priam starts to the Greek camp (pp. 164-67). 15. — Priam’s plea to Achilles (pp. 173-75). 16. — The lament over Hector’s body (pp. 183-86). JULIUS CJESAR— THEME SUBJECTS. (For general subjects on Shak- spere and the drama see plays pre- viously treated.) 1. The true history at the basis of this play. 2. “Julius Csesar’’ and its direct source (pp. 31-33, 40-42, and va- rious passages in the notes). 3. Shakspere’s opinion of the common people (as illustrated in his treatment of the mob in this play; cf. “Coriolanus’’ and “II Henry VI’’). 4. Defense or criticism of the treatment of Caesar’s character in this play. (See pp. 173, 174.) 5. The use of prodigies and por- tents (p. 63, etc.; cf. strange hap- penings on the night of Duncan’s murder in “Macbeth’’). 6. The treatment of Cicero in this play. (Why is so inadequate a notion of his greatness given? Cf. the treatment of Caesar himself.) 7. A contrast of Brutus and Cassius: (a) As patriots, (b) As political and military leaders, (c) As men. 8. Brutus in his domestic rela- tions (pp. 80-83, etc.). 9. Character sketches of Casca, Calpurnia, Portia, Antony. 10. Comparison of the Antony of this play with Shakspere’s later . treatment of him in “Antony and Cleopatra.’’ 11. Paraphrases of Antony’s fu- neral oration, and the quarrel scene (pp. 110-18, 125-31). ^ 12. The staging of the ghost scene (p. 139). 13. The uses of verse and prose in this play. 14. Narrative themes on the fol- lowing subjects: The trouble between Caesar and Pompey (mentioned on P. 47). The offering of the crown to Caesar (pp. 58-60). The origin and progress of the conspiracy against Caesar (pp. 51 ff., 70 ff., etc.). The events of the Ides of 4 - March (pp. 84 ff.). SELECTIONS FOR READING ALOUD 29 What happened just after the murder of Caesar (pp. 98-107). Caesar’s funeral (pp. 108-19). The quarrel of Brutus and Cassius (pp. 125-31). ^ The Battle of Philippi. (May be treated in newspaper style.) The story of Portia. (Elabo- rate from hints on p. 133, and previously.) 15. Why the conspiracy failed. JULIUS CiESAR— SELECTIONS FOR CLASS READING. 1 . — The Tribunes’ rebuke of the Commoners (pp. 46-48). 2. — Cassius sounds Brutus (pp. 50-56). 3 . — Caesar’s opinion of Cassius and of Antony (pp. 57, 58). 4. — Casca on the offer of the crown (pp. 58-61). 5. — Casca and Cassius on the prodigies (pp. 62-68). 6. — Brutus muses over the con- spiracy (pp. 70-74). 7 . — The conspiracy is completed (pp. 75-80). 8. — Brutus and Portia (pp. 80-83). 9. — The assassination of Caesar (pp. 94-98). 10. — Antony and the conspirators (pp. 100-106). 11. — Brutus to the Citizens (pp. 108-10). 12. — Antony and the mob (pp. 110-18). 13. — The quarrel of Brutus and Cassius (pp. 125-31). 14. — Brutus *on the night before Philippi (pp. 136-40). 15. — Misgivings before the battle (pp. 144-46). 16. — The death of Cassius (pp. 148, 149, 152). 17. — The death of Brutus (pp. 154-58). MILTON’S MINOR POEMS— THEME SUBJECTS. 1 . The historical background of Milton’s early life (pp. 11-19). 2. The life of Milton. (May be divided 'nto three subjects, accord- ing to the divisions indicated on pp. 20, 26, 31). 3. Summaries or condensed para- phra.ses of “L’ Allegro” and ‘T1 Pen- seroso” (pp. 53-65). 4. Comparison of the poems just mentioned, as to invocation, plan, versification, etc. (pp. 33, 34). Com- parison of the two theories of life’s purposes as shown by the two poems. 5. Nature pictures in these poems (or the subject may be limited to ^ one of them, or to some specific picture). '6. Amusements that Milton en- joyed. 7. The masque as a literary form (pp. 36 ff.). 8. The occasion for “Comus” — its historical background and basis in fact (pp. 35 ff.). 9. Moral lessons from ’’Comus.” Reunite these lessons in the form of a brief sermon. (See p. 49.) 10. The story of “Comus” (a simple narration of just what hap- pens). 11. Lyric elements in “Comus” (pp. 36, 39). 12. Pastoral elements in “Comus” (p. 40). • 13. Description of Comus and his crew (pp. 70, etc.). 30 THEME SUBJECTS AND 14. The story of Circe (pp. 68, etc., and the “Odyssey”). 15. The staging of “Comus.” 16. The relations of Milton and Edward King (pp. 43, 44). 17. “Lycidas” as a personal la- ment. (Cf. Shelley’s “Adonais,” Tennyson’s “In Memoriam,” or Arnold’s “Thyrsis.”) 18. Pastoral elements in “Ly- cidas” (pp. 44, 45). 19. A defense or criticism of the digression on corruption in the church (p. Ill) as a part of this poem. 20. The relation of these “Minor Poems” to Milton’s Puritanism (pp. 47 ff.). MILTON’S MINOR POEMS— SELECTIONS FOR CLASS READING. 1. — The whole of “L’Allegro” and “II Penseroso” (pp. 53-65). 2. — The Attendant Spirit’s first speech (pp. 66-70). 3. — The song of Comus (pp. 70- 72) 4. — The Lady’s soliloquy and song and Comus’s comment (pp. 73-76). 5. — The Brothers’ moral reflec- tions (pp. 81-85). 6. — The Attendant Spirit tells of the captivity of the Lady (pp. 86- 89). 7. — Sabrina and her song (pp. 98- 102 ). 8. — “The Spirit epiloguizes” (pp. 104-6). 9. — The whole of “Lycidas” (pp. 107-14). IRVING’S OLIVER GOLDSMITH— THEME SUBJECTS. 1. Literary patronage (up to Goldsmith’s time, and today; pp. 36-41). 2. Hack-w'riting in Goldsmith’s time and now (pp. 41-44). 3. Literary incomes — then and now. 4. The old-time book-seller and the present-day publisher (pp. 44- 47). 5. London in Goldsmith’s time (pp. 47-49). 6. The Temple — location, history, present condition (pp. 50, 51). 7. Goldsmith’s first schoolmaster and a country school-teacher of the present time (pp. 62-64). 8. Goldsmith’s literary uses of events in his own early life (pp. 69, 83, etc.). Court (or the Temple). 12. An imaginary conversation between Goldsmith and Dr. John- son (or Goldsmith and Boswell). This will be best handled if defi- nite subjects are suggested — as “advising economy,” or “words of encouragement by Dr. J. after Goldsmith’s despondency.” 13. An account of a meeting of the Literary Club. 14. The story of Goldsmith and the Jessamy Bride. (An imaginary elaboration of it, or a different end- ing, may be attempted.) 15. The trials of staging a play (pp. 228 ff., 340 ff.). 16. A character sketch of Gold- smith. 17. Was Irving right in his esti- mate of Goldsmith’s character (pp. 408-11; and many parts of the biog- raphy)? 18. Goldsmith’s relations with Garrick (or with Johnson, Boswell, eynolds, or Burke), 9. Goldsmith in the University (pp. 71 ff.). 10. Goldsmith the traveller (pp. SELECTIONS FOR READING ALOUD 31 19. Goldsmith’s last days (pp. 387 ff.). 20. Write extracts from an im- aginary diary kept by Goldsmith — (1) during his days of financial ' stress, (2) during days of triumph (p. 245, etc.). 21. Goldsmith before the sur- geons — a dramatization (pp. 146 ff.). •' IRVING’S OLIVER GOLDSMITH— SELECTIONS FOR CLASS READING. 1. — Opening estimate of Gold- smith (pp. 57, 58). • 2. — Goldsmith’s early education (pp. 62-65). 3. — Goldsmith at the University (pp. 71-76). 4. — Goldsmith’s “second sally to see the world’’ (pp. 86-90). 5. — Goldsmith in Edinburgh (pp. 94-98). 6. — Trying to earn a living (pp. 115-21). 7. — Goldsmith becomes acquainted with Dr. Johnson (pp. 168-71). 8. — Goldsmith and Boswell (pp. 178-81). 9. — “The Vicar of Wakefield’’ (pp. 192, 193, 207-10). 10. — “The Traveller’’ (pp. 194- 97). I 11. — Goldsmith in society (pp. 216-22). 12. — “The Good-natured Man’’ is played (pp. 239-44). 13. — Goldsmith’s life in prosperity (pp. 245-51). 14. — Goldsmith and the “Jessamy Bride’’ (pp. 258-61, 285-93, 306-9, 334-39, 395, 396). 15. — Goldsmith as a naturalist (pp. 267-70). 16. — “The Deserted Village’’ (pp. 277-84). 17. — Some jokes on Goldsmith (pp. 325-33). 18. — “She Stoops to Conquer” is presented (pp. 344-50). 19. — Notes about Goldsmith from Boswell (pp. 357-64). 20. — Goldsmith’s last days (pp. 387-94). 21. — Concluding estimate (pp. 400- 407). THE HOUSE OF THE SEVEN GABLES— THEME SUBJECTS. (See the editor’s suggestions, p. 22.) 1. Hawthorne’s life (pp. 5-11). 2. Character sketch of Haw- thorne (pp. 12-14). 3. The origin of the idea of “The House of the Seven Gables” (p. 17). 4. This story as a “romance.” (Note Hawthorne’s definition of romance, p^23-25.) 5. Hawyforne’s use of mesmer- ism. 6. r Ascriptions of scenes and placeVfrom the story, as follows: 'he house of the seven gables ('pp. 27 ff.). Hepzibah’s shop (pp. 60 ff.). Maule’s well. The garden (pp. 116 ff., etc.). The Pyncheon portraits. The Judge in the parlor (pp. 310 ff.). Narrative themes as follows: The first Matthew Maule (pp. 29-31). The story of Alice Pyncheon (pp. 223 ff.). Judge Pyncheon and his cousin Clifford (pp. 357 ff., espec- ially). The love story of Phoebe and Holgrave. The Judge calls upon Clifforcl (pp. 265 ff.). The flight of Clifford and Hepzibah (pp. 294 ff.). Character sketches of the 32 THEME SUBJECTS AND Judge, Hepzibah, Phoebe, Clifford, Holgrave, Uncle Venner. 9. The Pyncheon chickens (pp. 118 ff.). 10. Witchcraft in Salem. 11. The characteristics of a daguerreotype. 12. Describe the “Brook Farm” experiment and Hawthorne’s part in it. THE HOUSE OP THE SEVEN GABLES— SELECTIONS FOR CLASS READING. 1 . — The fate of Colonel Pyncheon (pp. 33-39). 2. — The later Pyncheons (pp. IS- IS). 3. — The house at the beginning of this story (pp. 51-54). 4. — Hepzibah and her shop (pp. 56-64). 5. — Judge Pyncheon (pp. 83-86). 6. — Phoebe (pp. 100-101, 105-10). 7 . — Phoebe in the garden (pp. 116- 21 ) 8. — The Judge and Phoebe (pp. 147-52). 9. — “Clifford and Phoebe” (pp. 168-77). 10. — Amusements in the garden (pp. 180-82, 183-88, 190-92). 11 . — Clifford and the outside world (pp. 199-204). 12. — Holgrave on the Pyncheon family (pp. 218-22). 13. — The story of Alice Pyncheon (pp. 238-48). 14. — “Phoebe’s Good-by” (pp. 257-61). 15. — Hepzibah and the Judge (pp. 265-67, 272-78). 16. — Hepzibah finds Clifford (pp. 286-93). 17. — Clifford and the old gentle- man on the train (pp. 300-308). 18. — The Judge in the arm-chair (pp. 310-20). 19. — The truth about Judge Pyncheon (pp. 356-60). 20. — The truth about Holgrave (pp. 362-64). A TALE OP TWO CITIES— THEME SUBJECTS. 1. The historical setting of “A Tale of Two Cities,” which may be treated in subdivisions as follows: The condition of France be- fore the Revolution (pp. 49 ff., 81 ff.). The storming of the Bastille. The work of the guillotine. 2. The relation of “A Tale of Two Cities” to Carlyle’s “French Revolution” (p. 41). 3. Narratives of the following portions of the novel: The story of Dr. Manette. The story of Charles Darnay. (May be divided: before his marriage and after his mar- riage.) The story of Sydney Carton. The story of Madame De- farge. 4. Character sketches of the fol- lowing: Mr. Lorry. The Crunchers. Mr. Stryker. Lucie Manette. Madame Defarge. The Marquis St. Evr^onde. 5. The development of Carton’s character (pp. 34, 35). 6. Original plan for a dramatiza- tion of “A Tale of Two Cities” (pp. 36, 37). 7. A complete dramatization of SELECTIONS FOR READING ALOUD 33 some specific scene; e. g., Carton ^ in prison. 8. Themes developing the con- trasts mentioned on pp. 37, 38. 9. Comparison and contrast of ^ “A Tale of Two Cities,” as a his- torical novel, with ‘Tvanhoe” or “Henry Esmond.” (See p. 34.) 10. Summaries of the trial scenes. A TALE OF TWO CITIES— SEI 1. — The wine shop in Saint An- toine (pp. 81-85). 2. — “Recalled to life” (pp. 95- 107). 3. — The Crunchers (pp. 111-15). 4. — An English trial (pp. 124-33). 5. — A glimpse of Sydney Carton (pp. 149-56)'. 6. — Monseigneur’s journey (pp. 178-82). 7 . — The death of Monseigneur (pp. 200-203). 8. — Sydney Carton and Lucie (pp. 228-33). 11 . Descriptions of important place settings; e. g., Tellson’s, Dr. Manette’s home in Soho, the De- farge wine shop, the chateau of St. Evremonde, etc. 12 . A scene in London or Paris in Revolutionary days and now (e. g.. Saint Antoine; better not chosen except by students who have visit- ed the places described). ICTIONS FOR CLASS READING. 9. — The “mender of roads called Jacques” (pp. 251-56). 10. -^The destruction of the Bas- tille (pp. 309-17). 11 . — The grindstone (pp. 368-71). 12 . — The guillotine (pp. 382, 383). 13 . — A French trial (pp. 394-98). 14. — Carton on the night before the final hearing (pp. 432-36), 15. — Carton and Darnay at La Force (pp. 479-84); 16 . — “The footsteps die out for- ever” (pp. 506-13). THE PRINCESS— THEME SUBJECTS. (For subjects in connection with Tennyson’s life, see “Selections ^from Tennyson.”) 1. Carlyle and Tennyson (de- scription or conversation, on the basis of Carlyle’s comment, quoted on p. 12). 2. Sources of “The Princess” (pp. 19-23). 3. The plan of the poem — the machinery of its structure, as out- lined in the Prologue. 4. “The Princess” as a “med- ley” — why a “medley”? (Note the change from burlesque to serious.) 5. The function of the child (cf. “Silas Marner”). 6. The “weird seizures” — what they are and their significance when they occur. 7. The use of science in the poem. 8. A study of the Songs — their meaning in their respective places. 9. Narratives as follows: The story of the Prince and the Princess. The story of Cyril and Psyche. The story of Florian and Me- lissa. The story of the two kings. The combat. 10. Character sketches of the Prince, the Princess, the two Kings, the Ladies Blanche and Psyche, Cyril, Florian, Arac, and Melissa. 11. A woman’s college of to-day t- 34 THEME SUBJECTS AND (showing differences from that in “The Princess”). 12. Tennyson’s view of “the woman question.” (Cf. Ruskin’s, as shown in “Sesame and Lilies.”) 13. Nature pictures in “The Princess.” 14. The development of the feel- ing of the Princess toward the Prince. 15. Discuss the qualities of Ten- nyson’s poetry — music, sympathy, etc., as mentioned on p. 29. Give examples. THE PRINCESS— SELECTIONS FOR CLASS READING. 1. — All the Songs. 2. — King Gama gives little en- couragement (pp. 46-47). 3. — Psyche’s lecture (pp. 55-57). 4. — The plea to Psyche (pp. 59- 61). 5 — The Prince’s opinion of the Princess (pp. 71-72). 6. — Cyril’s mission (pp. 72-74). 7. — The Princess defends her course (pp. 76-78). 8. — The discovery (pp. 87-89). 9. — Blanche’s speech of accusa- tion (pp. 92-95). 10. — The Prince’s defense (pp. 97-99). 11. — The Princess answers him (pp. 101-2). 12. — Psyche’s lament (pp. 107-9). 13. — Council of war (pp. 109-13). 14. — Ida’s letter to her brother (pp. 118-21). 15. — The combat (pp. 122-24). 16. — Psyche seeks her child (pp. 129-32). 17. — The Princess weakens (pp. 134-37.) 18. — The Prince’s convalescence (pp. 140-41, 142-43). 19. — The Princess yields (pp. 144- 45). 20. — The Prince’s ideal of wom- anhood (pp. 148-52). PARADISE LOST, BOOKS I (For subjects on Milton’s life, see “Minor Poems.”) 1. Milton’s personal characteris- tics (pp. 20-22). 2. A visit to Milton’s grave. 3. Milton in his old age (from hints on p. 19). 4. Character sketch of Milton (pp. 16-22). 5. The evolution of the plan of “Paradise Lost” (pp. 26 ff.). (Or: How Milton composed “Paradise Lost.”) 6. Milton’s conception of t he universe (pp. 40-46). Contrast the modern scientific conception. 7. How this universe is peopled (classes of inhabitants, character- istics of each class, etc.; pp. 40, 41, etc.). AND II— THEME SUBJECTS. 8. The origin and nature of Hell (p. 43, and various parts of “Paradise Lost”). 9. The revolt of the anyels (summary of what has happened before the opening of the poem). 10. Narrative summary of the whole poem (pp. 48-54); or sum- maries of the following divisions: The building of Pandemonium (pp. 102-5). The council in Pandemonium (pp. 106-28). Satan’s journey to the Earth (pp. 134-50). The temptation of Adam and Eve. The banishment of Adam and Eve. . 11. Character sketches of Satan. ( 4 SELECTIONS FOR READING ALOUD 35 Beelzebub, Moloch, Belial (as in- K dicated both by author’s comment and by their speeches and ac- tions). 12. Descriptive themes on vari- ous important scenes; as, for in- ^ stance, the following: (These may be elaborated imaginatively from Milton’s hints.) Satan in the “fiery gulf’’ (pp. 85, 89, etc.). The rising of Satan’s host (pp. 90 ff.). Satan as a military leader (pp. 89, 100, etc.). Pandemonium (pp. 104 ff.). PARADISE LOST, BOOKS I AN REAI 1. — Invocation (pp. 77, 78). 2. — Satan in the fiery gulf (pp. 79-82, 85, 86). 3. — Satan’s speech about Hell (pp. 86-88). 4. — Satan rouses his hosts (pp. • 89-91). i 5. — The marshalling of the fallen angels (pp. 97-99). 6. — Satan before his army (pp. 100 - 102 ). ^ 7. — The building of Pandemonium (pp. 102-5). The fallen angels in council (that is, the scene in the council chamber; pp. 111 ff.). The gates of Hell (pp. 135 ff.). The pathway to the Earth (pp. 149, 150). 13. Paraphrases of the leading speeches. 14. The sports of the hosts of Satan (after the council; pp. 130 ff.). 15. The allegory of Sin and Death (pp. 139 ff.). II— SELECTIONS FOR CLASS 8. — Satan opens the council (pp. Ill, 112). 9. — Moloch’s speech (pp. 112-15). 10. — Belial’s speech (pp. 115-19). 11. — Mammon’s speech (pp. 119- 21 ). 12. — Beelzebub’s speech (pp. 122- 26). 13. — Satan undertakes the .mis- sion to Earth (pp. 126-28). 14. — Explorations by the host (pp. 132-34). 15. — Satan’s flight toward Earth (pp. 146, 147, 149, 150). POE’S POEMS AND TALES— THEME SUBJECTS. 1. Poe’s life (pp. 9-13). 2. Character sketch of Poe. (This may be based largely on, the works read; or sides may be taken and criticisms and defences pre- pared.) 3. The story of Israfel (pp. 33- 35). (This may of course be large- ly imaginary.) 4. A story of the poet and “the ^lost Lenore.” 5. Discussion Poe’s account « of his writing “The Raven” (p. 301). 6. The story of Annabel Lee (pp. 48-50). 7. The “entire and terrible truth” of “The Assignation” (p. 77). 8. The relation of the poem (p. 73) to the story in which it is found. 9. Apply the preceding to the poems on pp. 88, 89, and 117-19. T, 36 THEME SUBJECTS AND 10. Description and character sketch of Ligeia. 11. The story of Ligeia (pp. 78- 103). 12. Character sketch of Roder- ick Usher (pp. 105, 110 ff.). 13. A description of the House of Usher and its surroundings (pp. 103, 108, etc.). 14. The true story of the Lady Madeline. (This may be partly imaginary, of course.) < 15. The “crescendo” structure of “The Fall of the House of Usher.” 16. A description of the Mael- strom (pp. 135 ff.). 17. Discussion of the question: “Could the hero of ‘A Descent into the Maelstrom’ have escaped as he says he did?” 18. Comparison and contrast of “Eleanora” and “Ligeia.” POE’S POEMS AND TALES— SE’ 1. — All the poems in the volume. 2. — The first scene in “The As- signation” (pp. 59-65). 3. — The climax of “The Assigna- tion” (pp. 74-77). 4. — The hero’s life with Ligeia (pp. 78-89). 5. — The climax of “Ligeia” (pp. 97-103). 6. — All of “The Fall of the House of Usher” (pp. 103-33). 7. — The description of the Mael- strom (pp. 135-41). 19. The meaning of “The Oval Portrait.” (See p. 313 for sug- gested comparison with Haw- thorne.) 20. The historical background of “The Pit and the Pendulum.” (See p. 313.) ^ 21. How the treasure is found in the “The Gold-Bug” (pp. 243 ff.). 22. Character sketch of M. Dupin. (Cf. Sherlock Holmes.) 23. The advantages and disad- vantages of first-person narration. 24. Poe “possessed the two fun- damental attributes of a poet, mel- ody and imagination” (pp. 23, 24). Prove by citations and discuss. 25. Compare one of Poe’s de- tective tales with one from Conan Doyle or any others you have read. ECTIONS FOR CLASS READING. 8. — In the Maelstrom (pp. 150- 60). 9. — “Eleanora” (pp, 160-70). 10. — “The Masque of the Red Death” (pp. 175-85). 11. — A victim of the Inquisition gets his bearings (pp, 189-95). 12. — The pendulum (pp. 198-206).' 13. — Finding buried treasure (pp. 231-43). 14. — How Dupin found “The Pur- loined Letter” (pp. 291-97). SESAME AND LILJES 1. Ruskin’s life (pp. 9-25). 2. Ruskin’s childhood (especial- ly in relation to his later life and work; pp. 9-15). 3. Ruskin’s work in art criti- cism (including architecture; pp. 36-21). 4. Ruskin’s economic and social 1 — THEME SUBJECTS. work (pp. 21-24, 27-29; with ref- erence also to the expression of his views in the book studied). 5. Discussion of the merits and demerits of the titles of the sep- arate lectures and of the work as a whole (pp. 47, 107, etc.). 6. Brief outlines or condensed 37 SELECTIONS FOR f summaries of the two lectures (amplifying the editor’s hints on pp. 30, 31). ^ 7. Minute discussion of a short passage from some poem studied ^ in the course (similar to Ruskin’s discussion, pp. 60 ff.). 8. What Ruskin thinks of novels and novel-reading (pp. 49, 129 fC.). 9. Does America today despise literature, science, art, nature, compassion (pp. 77-91)? Discuss, relative to your own city, any or all of Ruskin’s charges. 10 . Amusements of which Rus- kin disapproves (pp. 91, etc.). (A defense, or a criticism, of his at- titude toward some specific amuse- SESAME AND LILIES— SELE 1 . — The choice of friends (pp. 46- 48). 2. — What is a “true book” (pp. 49-52). 3. — Intensive reading (pp. 55-57). 4. — Passion, or “sensation” (pp. I 71-73). 5. — Characteristics of a “gentle nation” (pp. 77-84). 6. — Treatment of the poor (pp. 88-91). ^ 7. — The public craving for amuse- ment (pp. 91-94). 8. — True greatness in life (pp. 94-99). 9. — The purpose of the lecture “Of Queens’ Gardens” (pp. 106-8). 10 . — Shakspere’s women (pp. 108- 11 ). READING ALOUD ment might be attempted.) 11 . Themes developing and ex- plaining, or criticising (cf. p. 157) Ruskin’s comments on some of the characters from Shakspere and Scott; e. g., Orlando, Rosalind, Ophelia. 12 . How girls should be edu- cated, according to Ruskin (pp. 122 it.). Compare your own edu- cation. 13 . Comparison of Ruskin’s view of the true position of woman in society with the view of Tennyson as expressed in “The Princess” (pp. 119-22, 137 ff.). 14 . The objects of satire in these lectures. nONS FOR CLASS READING. 11 . — Scott’s women (pp. 111-13). 12 . — Other great women in liter- ature (pp. 113-16). 13. — Chivalry toward women (pp. 117-18). 14. — Differences between men and women (pp. 120-22). 15 . — The first duty in the educa- tion of women (pp. 122-26). 16 . — Differences between educa- tion for girls and for boys (pp. 127-33). 17 . — The help of nature in educa- tion (pp. 133-35). 18 . — Woman’s duty in the state (pp. 137-38). 19. — Woman’s influence (pp. 140- 46). MACBETH— THEME SUBJECTS. (See subjects for plays from Shakspere previously treated.) 1. “Macbeth” and its source (pp. 20-30; see also questions in ♦ “Manual,” p. 77). 2. The Weird Sisters (pp. 34- 36, and of course the scenes in which they appear). 3. The dramatic structure of this play (pp. 38, 39). 4. The changes in Macbeth’s character. 38 THEME SUBJECTS AND 5. Lady Macbeth’s estimate of Macbeth’s character (pp. 60, 61). Is it justified by his action? 6. Character sketch of Lady Macbeth (see questions on p. 79 of the “Manual”). 7. A defence of Lady Macbeth. 8. The genesis of the plan to make Macbeth king. (Does the prophecy of the Weird Sisters sug- gest the plan, or has Macbeth al- ready been considering it? Is he or Lady Macbeth the more active in the matter?) 9. The story of Macbeth (a brief and clear summary of the events of the play). 10. The stories of Banquo and of Macduff. 11. The night of Duncan’s mur- der (the unnatural events that happened; pp. 80, 85, 86). 12. Who was the third murderer (pp. 97-99)? MACBETH— SELECTIOl 1. — The “weird sisters” (pp. 49- 56). 2. — Lady Macbeth’s ambition is stirred (pp. 60-63). 3. — Macbeth’s hesitation is over- come (pp. 66-70). 4. — Macbeth and the phantom dagger (pp. 73, 74). 5. — After the murder (pp. 74- 78). 6. — The murder is discovered (pp. 78-85). 13. The staging of Act lit. Scene iv. (Should a ghost actually 7 appear?) 14. The apparitions and proph- ecies of Act IV, Scene i — what they mean, precisely, and how they are fulfilled. ^ 15. Character sketches of Ban- quo and Macduff. 16. The moral significance of the play (pp. 35, 36). 17. Paraphrases of important portions; e. g., pp, 66 ff., 73, 74, etc. 18. The time scheme of the play. (See suggestions on p. 78 of the “Manual.”) 19. The figurative language of the play. (See “Manual,” p. 80.) 20. Write an account of the finding of Duncan’s body, in mod- ern newspaper style (with mention of clues, etc.). FOR CLASS READING. 7. — The murder of Banquo is planned (pp. 90-97). 8 . — The banquet scene (pp. 99- 106). 9. — Macbeth and the witches (pp. 111-17). 10. — The sleep walking scene^ (pp. 135-38). 11. — Macbeth before the battle (pp. 140-43, 144-47). 12. — The battle (pp. 148-53). BURKE ON CONCILIATION— THEME SUBJECTS. 1. Burke’s life (pp. 11-19). 2. Burke’s literary friends (p. 13; cf. Boswell’s “Life of Johnson,” Irving’s “Oliver Goldsmith,” etc.). 3. Burke’s work in behalf of the American colonies (pp. 13-15). 4. Burke and Indian affairs (pp. 17, 18; cf. Macaulay’s “Warren Hastings”) 5. Burke and the French Rev^o- lution (pp. 18, 19). 6 . Summary of the historical events leading up to . the “Speech on Conciliation.” 7. Explanation of the measures^ Burke wished repealed. SELECTIONS FOR READING ALOUD 39 8. Arguments on the measures, separately. 9. The growth of the American colonies (pp. 34-42). (Contrast the America Burke thought so won- derful with America today.) f 10. The causes of the Ameri- can love of freedom (pp. 47 ff.). Can additions be made to Burke’s list?). 11. Historical precedents i n favor of conciliation (pp. 79 ff.). 12. Parallels between the case of Wales and that of America (pp. 81 ff.). 13. Completion in detail of the brief commenced on p. 133. (Or smaller briefs of different parts of the speech may be made, and sum- maries or synopses in the stu- dent’s own words required.) BURKE ON CONCILIATION— SU< 1. — Burke’s reasons for speaking (pp. 25-30). 2. — The growth of America (pp. 39-41, 43-44). \ 3. — The American love of freedom (pp. 47-55). 4. — Possible ways of dealing with the colonies (pp. 60-67). ^ 5. — Burke’s general proposition 14. Characteristics of Burke’s choice of words (pp. 127, 128). 15. Sarcasm in this speech. (Is it effective? Cite examples.) 16. Burke’s principles of govern- ment (pp. 31, 45 ff., 129 ff., etc.). 17. Burke’s character as indi- cated by this speech. 18. The paragraph structure of this speech. 19. How the speech was re- ceived and what it accomplished. (Would a similar speech be effec- tive if delivered in our United States House of Representatives, in the face of a hostile majority?) 20. Can the “anti-imperialists” in the United States quote any of Burke’s speech as applicable to our government in the Philippines? ESTIONS FOR CLASS READING, (pp. 70-73). 6. — Precedents for conciliation (pp. 79-84). 7. — The first two resolutions (pp. 90-93). 8. — Objections to Lord North’s plan (pp. 109-15). 9. — Conclusion (pp. 118-22). MACAULAY’S ESSAYS ON MILTON AND ADDISON, AND ON ADDISON AxND JOHNSON— THEME SUBJECTS. 1. Macaulay’s career (pp. 15-20). 2. Personal merits and defects of Macaulay (pp. 24-42). (Themes illustrating separately the different characteristics developed in the pages just referred to may be as- signed.) 3. A study of Macaulay’s sen- tences; of his paragraphs; of his hoice of words; of his organization f the whole composition. 4. The “Essay on Milton,” or the “Essay on Addison,” as a re- view. 5. Discussion of Macaulay’s view of the effect of civilization on poetry (pp. 50 ff.). 6. Macaulay’s estimate of Mil- ton’s “Minor Poems” (pp. 61-66). 7. An answer to Macaulay’s argument in favor of Milton’s “public conduct” (pp. 85 ff.). T, 40 THEME SUBJECTS AND 8. Character sketch of Milton. 9. The nature of the Puritans (pp. 108-14). 10. Summaries of the main divisions of the “Essay on Addison” (“Manual,” p. 63). 11. A sketch of Addison’s life (picked out carefully from the “Essay”). 12. Addison as a poet and drama- tist (“Addison and Johnson,” pp. 59, 87-92, 94, 130 ff.). 13. Addison’s political career. 14. Addison’s relations to Steele. (A defense of Steele may be at- tempted.) 15. Addison and Pope (pp. 135, 146 ff.). 16. Character sketch of Addison. 17. Differences in method and style, between the “Essay on Mil- MACAULAY ON MILTON AND ADDI SON— SELECTIONS F 1. — Poetry and civilization (pp. 50-56). 2. — Milton’s work in dramatic form (pp. 61-66). 3. — Milton and Dante (pp. 67-71, 76-81). 4. — Macaulay on the defense of Charles I (pp. 92-95). 5. — The Puritans (pp. 108-14). 6. — Milton’s character (pp. 116- 24). 7. — Introductory estimate of Ad- dison (pp. 127-29; or 47-49 in “Ad- dison and Johnson”). 8. — Addison’s “Campaign” (pp. 167-72; or 87-92). 9. — Characteristics of Addison (pp. 179-83; or 99-103). 10. — Addison and Steele (pp. 184- 86; or 104-6). 11. — Addison’s wit and humor (pp. 192-96; or 112-16). 12. — The “Spectator” (pp. 204-9; or 124-29). 13. — Addison and Pope (pp. 226- ton” and the “Essay on Addison” (or “Johnson”). 18. A summary of Johnson’s life. 19. Character sketch of Johnson. 20. Johnson’s early struggles in London (pp. 179 ff.). 21. The history of Johnson’s « “Dictionary” (his relations with Chesterfield, etc.; pp. 189, 197, etc.). 22. Johnson and Boswell (pp. 210 ff.). 23. Johnson’s literary work (by classes, with brief estimates). 24. Macaulay’s influence on mod- ern style (pp. 40, 41) with examples taken from magazine or newspaper articles. (See also subjects on Addison in connection with the “De Coverley Papers,” and on Johnson in con- nection with Goldsmith.) ON, AND ON ADDISON AND JOHN- >R CLASS READING. 36; or 146-56). 14. — Addison’s death, and a con- cluding estimate (pp. 246-49; or 166-69). 15. — Johnson’s birth and boyhood (pp. 170-72). 16. — Johnson when he left Oxford (pp. 175, 176). 17. — The profession of literature in Johnson’s time (pp. 179, 180). 18. — Johnson’s “Dictionary” (pp. 189, 190, 196-98). 19. — Johnson and Garrick (pp. 191-93). 20. — “The Rambler” (pp. 194-96). 21. — “Rasselas” (pp. 200-202). 22. — Johnson as a talker, and his Club (pp. 208-10). 23. — Johnson and Boswell (pp. 210-12). 24. — Johnson and the Thrales (pp. 212-14). 25. — The “Lives of the Poets” (pp. 222-24). 26. — Johnson’s death (pp. 225-29). SELECTIONS FOR READING ALOUD 41 HENRY ESMOND— 1 . The life of Thackeray (pp. 1- 10 ). 2. An imaginary conversation between Thackeray and Goethe (cf. p. 4). 3. Thackeray as a journalist (pp. 5-9). 4 . Thackeray in the United States (pp. 7, 8; compare or con- trast the visits of Dickens). 5. Character sketch of Thackeray (pp. 10-12). In criticism or de- fense of him on the charge of cynicism or snobbery, give exam- ples from his work to prove your contention. 6. Thackeray’s works (classes, characteristics, etc.; pp. 12 ff.). 7 . Discussion, “pro” or “con,” of the editor’s estimate of Thack- eray (p. 18), or of “Henry Es- mond” among Thackeray’s works (p. 20). 8. Comparison of “Henry Es- mond” as a historical romance with one of Scott’s romances (e. g., “Ivanhoe”; or, better, one of Scott’s novels of the eighteenth century); or with a historical ro- mance of the present day. 9. Descriptions of the scenes mentioned on pp. 21, 22 (and others that are of similar vividness). 10. The effect of first-person narration on Thackeray’s style. HENRY ESMOND— SELECT 1 . — Henry Esmond finds friends (pp. 41-46). 2. — The old Viscountess Castle- wood (pp. 61-63). 3. — The anti-Popish mob (pp. TI- TS). 4 . — Henry Esmond makes the acquaintance of Steele (pp. 92-9T). 5. — Lady Castlewood (pp. 104-6). 6. — Frightened by small pox (pp. 116-21). THEME SUBJECTS. 11 . The historical background of “Henry Esmond” (a rapid sum- mary of the chief historical events of the period dealt with, so far as they bear any relation • to this story). 12 . Character sketches of Henry Esmond, Lady Castlewood, Beatrix, Frank. 13 . Narrative themes on the fol- lowing divisions of the story: The first twelve years of Henry Esmond’s life (pp. 56 ff.). Lord Mohun’s part in the story (pp. 165 ff.). Henry Esmond’s career in the army (pp. 234 ff.). The love affairs of Beatrix (pp. 274 ff.). The plot on behalf of the Pretender (pp. 478 ff.). Esmond’s later life. 14 . Flashlights of Steele (pp. 93, 218, etc.); of Addison (pp. 306 ff.); and of Swift (pp. 442 ff.), as they appear in “Henry Esmond.” 15 . Discussions: Is Henry Es- mond a prig? Is Lady Castlewood inconsistent in her attitude toward Henry? 16 . Do Thackeray’s “Sympathy and Enthusiasm” (p. 10) show prominently in this novel? (If so, prove by examples.) NS FOR CLASS READING. 7. — Henry is sent to college (pp. 138-42). 8. — Vacation (pp. 151-53). 9. — An attempt at mediation (pp. 166-70). 10 . — Beatrix at thirteen (pp. 172- 74). 11 . — Henry’s adventure with Lord Mohun (pp. 184-89). 12 . — A crisis with Lord Mohun (pp. 195-206; or 200-206). 42 THEME SUBJECTS AND 13 . — Lady Castlewood sees Es- mond in prison (pp. 208-11). 14 . — Steele’s mission to Lady Castlewood (pp. 222-25). 15. — Reconciliation (pp. 258-65). 16 . — Beatrix again (pp. 266-72). 17 . — Marlborough (pp. 288-90, 317, 318). 18 . — “An old story about a fool and a woman” (pp, 302-4, 359-62). 19. — Esmond meets Addison (pp. 306-14). 20 . — Esmond’s mother (pp.330-36). 21 . — Lady Castlewood learns of Esmond’s sacrifice (pp. 390-95). 22. — Esmond’s “Spectator” paper (pp. 408-13). , 23. — Beatrix and Esmond (pp 420-24, 428-35). 24 . — “Poor Beatrix” (pp. 453-56). 25 . — Beatrix says farewell to Es- mond (pp. 466-69). 26. — Beatrix is sent to Castlewood (pp. 505-11). 27. — The Prince at Castlewood (pp. 532-39) 28. — Esmond’s later years (pp. 31- 34). TWICE-TOLD 'TALES— THEME SUBJECTS. (For subjects on Hawthorne’ life, etc., see “The House of the Seven Gables,” above. See also “Manual,” p. 93.) 1. Autobiographical hints in “Twice-Told Tales” (p. 25). 2 . New England history as re- flected in this volume (pp, 35, 83, 97, etc.). 3 . The historical basis of “The Gray Champion” (pp. 35-37). 4. An account of some strange wedding, or other ceremonial known to or imagined by the stu- dent. (Cf. pp. 55-65.) 5. “The Minister’s Black Veil” as “a parable” (or allegory; its meaning). 6. Festivities of May-Day (pp. 83 ff.). (How far preserved today; comparison with old English ob- servances.) 7. A defense of the revellers of Merry Mount. 8. Puritan persecutions of the Quakers (pp. 97 ff.). 9. A different ending for “The Gentle Boy.” 10. The story of the murder of Mr. Higginbotham (from the point of view of the intended murder- ers). 11 . A runaway child in — (the student’s own town; cf. pp. 152-61). 12 . Another version of the story of Wakefield (pp. 162-73). 13 . The Indian legend of the Great Carbuncle (as gleaned from Hawthorne’s story — pp. 182 ff. — and any other available sources). 14 . Explanation of the meaning of “The Prophetic Pictures” (pp. 200-217). 15 . Development of one of the possibilities suggested by Haw- thorne for David Swan (or addi- tional things that might have hap- pened to David during his sleep). 16 . The story of the lady in “The Hollow of the Three Hills” (pp. 234-40). 17 . Comparison of “Lady Elea- nore’s Mantle” and Poe’s “Masque of the Red Death.” 18. Preparation for the catas- trophe in “The Ambitious Guest” (pp. 366-76). 19 . Peter Goldthwaite and Wol- fert Webber. 20. A morning on the beach (cf. pp. 507 ff.) 21 . Hawthorne’s special theme is “the soul in contact with sin” (p. 9). Give examples and discuss. SELECTIONS FOR READING ALOUD 43 TWICE-TOLD TALES— SELECTIONS FOR CLASS READING. I. — “The Gray Champion” (pp. I 36-46). ' 2 . — “The Minister’s Black Veil” I (pp. 74-82). ! 3 . — “The May-Pole of Merry i^ount” (pp. 83-89). 4. — The interrupted meeting (pp. I 109-15). ; 5. — Ilbrahim and the children (pp. j 120-25). I 6. — llbrahim’s mother reappears I (pp. 131-35). ' 7. — “Little Annie’s Ramble” (pp. I 152-61). 1 8.— “Wakefield” (pp. 162-73). j 9. — “A Rill from the Town Pump” j (pp. 174-81). ' 10 . — The searchers for the Great ' Carbuncle (pp. 183-86). II. — How Matthew and Hannah i found the Carbuncle (pp. 191-95). 12. — “David Swan” (pp. 218-25). 13. — “The Hollow of the Three Hills” (pp. 234-40). 14. — “The Vision of the Foun- tain” (pp. 249-55). 15. — “Dr. Heidegger’s Experi- ment” (pp. 268-76). 16. — “Howe’s Masquerade” (pp. 285-93). 17. — “Lady Eleanore’s Mantle” (pp. 317-18, 321-28). 18. — “The Ambitious Guest” (pp. 367-76). 19. — “The Sister-Years” (pp. 377- 85). 20. — “The White Old Maid” (pp. 419-27). 21. — “The Shaker Bridal” (pp. 469-76). 22. — “The Lily’s Quest” (pp. 495- 504). HAMLET— THEME SUBJECTS. (For subjects on Shakspere’s ca- I reer, see previously treated plays.) j ? 1 . Hamlet and its source (pp. ; 38-42). I 2. A different ending for the ! play. I ^3. Summary of the events that I have preceded and lead up to this [ play. I 4. The Ghost of Hamlet’s father (its appearances, infiuences, etc,; pp. 53, 57, 79, etc.). 5. The true story of Hamlet and Ophelia (as the student conceives it, of course; it need hardly be said that a number of problematic mat- ters are involved), 6. Paraphrases of one or more of the great soliloquies (pp. 64 ff., 124 ff., etc.). 7 . Discussion of Hamlet’s alleged insanity. 8. Hamlet and his mother (es- I'^cially pp. 151-60). 9. The function of Horatio in the play, and his character. 10. Why did Hamlet hesitate to kill the King? 11 . Character sketches of Polo- nius, the King, Laertes, Ophelia, the Queen, Osric. 12 . The staging of the play within the play (a detailed state- ment of how this may have been handled to be effective; pp. 136 ff.). 13. Characteristics of Elizabethan acting (as indicated in the scenes with the players; pp. 112-18, 130- 32, etc.). 14 . The historical background of “Hamlet” (the relations with Nor- way). 15 . Hamlet’s trip to England (a narrative of just what happens; pp. 181-82, 205 ff.). 16 . Ophelia’s madness (how caused, what its symptoms, the re- sult, etc.). f 44 THEME SUBJECTS AND 17. The King’s plot with Laertes (pp. 185 ft.), and how it works out. 18 . “Hamlet” and the earlier “tragedy of blood” (pp. 40-42). 19. The scene with the grave- diggers (purpose, effectiveness, etc.; pp. 192 ff.). 20 . Impressions of some great actor in “Hamlet.” HAMLET— SELECTIONS 1. — The first appearances of the Ghost (pp. 52-54, 56-59). 2 . — Hamlet is reproved for his melancholy (pp. 62-64). 3. — Hamlet’s first soliloquy (pp. 64-66). 4. — Hamlet hears of the Ghost (pp 67-70). 5. — Polonius and his children (pp. 71-76). 6. — Hamlet and the Ghost (pp. 79-86, 88-90). 7 . — Ophelia and Hamlet (pp. 94- 96, 100-104). 8. — Polonius and Hamlet (pp. 104- 6 ). 9. — Hamlet on the race of man (p. 109). 10. — Hamlet and the actors (pp. 112-18). 11. — “To be or not to be” (pp. 124-26). 21 . Condensation of “Hamlet” for the stage (indication of the most important parts that must be left in, and of less important parts that can be omitted). 22. Three much-quoted passages and reasons for their popularity. 23. Is there a “moral” in the play? Discuss. FOR CLASS READING. 12 . — Hamlet and Ophelia (pp. 126- 29). 13 . — Hamlet’s advice to the play- ers (pp. 130-32). 14. — Hamlet on his plan to “catch 'the King” (pp. 133-34). 15. — The conclusion of the play within the play (pp. 139-42). 16. — The King in his closet (pp. 148-50). 17. — Hamlet and his mother (pp. 151-60). 18. — Ophelia insane (pp. 172-75, 178-79). 19 . — Ophelia’s death (pp. 190-91). 20 . — Hamlet and the grave- diggers (pp. 192-200). 21. — The burial of Ophelia (pt 202-4). 22. — Hamlet and Osric (pp. 209- 12 ). 23 . — The duel scene (pp. 214-21J THE GOLDEN TREASURY— THEME SUBJECTS. (No subjects suggested on Mil- ton’s, “Minor Poems”; see pp. 29, 30 above.) 1. The pastoral life as conceived by the Elizabethans (pp. 55, 82, etc.). 2. Nature pictures in Spenser’s “Prothalamion” (pp. 95 ff.) 3. A connected summary of Mil- ton’s “Nativity Ode” (pp. 106 ff ). 4. Maying in Herrick’s time and now (pp. 143-45). 5. The power of music (as illus- trated in Dryden’s poem, pp. 179- 82). 6. The story of Gray’s Bard (pp. 190-94; supply imaginatively any deficiencies). 7. Your favorite song of Burns. 8. The story of “Lucy” (an im- aginary one suggested by Words- worth’s poems; pp. 258-60). 9. The story of Lord Ullin’s daughter (pp. 261-63). ^ SELECTIONS FOR READING ALOUD 45 10. At the court of “La Belle IDame sans Merci" (pp. 274, 275). 11. An account of the Battle of -the Baltic (pp. 287-88). 12. Comparison of Wordsworth’s ^id Shelley’s “Skylark” poems (pp. 323-26). 13. A story suggested by “Kubla Khan” (a continuation of Cole- ridge’s poem; pp. 358, 359). 14. The story of Ruth (pp. 363- 69). 15. A description of the Grecian urn that Keats saw (suggested by pp. 381, 382). 16. Your favorite poem and why you like it best. 17. Your favorite poet and why • you like him best. THE GOLDEN TREASURY— SELECTIONS FOR CLASS READING. 1 . — “The Passionate Shepherd to his Love” (p. 55), 2 . — “On the Tombs in Westmin- ster Abbey” (pp. 123-24). 3. — “On *His Blindness” (p. 126). 4. — “Hymn to Diana” (p. 131). 5. — “To Diamene” (p. 140). 6. — “The Manly Heart” (pp. 152- 53). 7. — “To Daffodils” (p. 161). 8. — “A Vision” (p. 179). 9. — “Alexander’s Feast” (pp. 179- 82). 10 . — “Solitude” (p. 186). 11. — Ode — “How sleep the Brave” (t). 194). 12 . — “Bonnie Doon” (p. 207). 13 . — “To a Mouse” (pp. 218-19). 14 . — “Ode to Evening” (pp. 220-21). ^15. — “Elegy Written in a Country <^urchyard” (pp. 222-25). 16. — “She walks in beauty” (p. 256). 17. — “She dwelt among the un trodden ways” (p. 258). 18. — “To the Night” (pp. 269-70). 19. — “La Belle Dame sans Merci” (pp. 274-75). 20. — “Milton! thou shouldst be living at this hour” (pp. 292-93). 21. — “Past and Present” (pp. 304-5). 22. — “The Death Bed” (p. 315). 23. — “To the Skylark” and “To a Skylark” (pp. 323-26). 24. — “Ode to a Nightingale” (pp. 329-31). 25. — “The Reaper” (pp. 337-38). 26. — “The Daffodils” (p. 341). 27. — “Ode to Autumn” (p 343). 28. — “Kubla Khan” (pp. 358-59). 29. — “Ode to the West Wind’’ (pp. 375-76). 30. — “Ode on Intimations of Im- mortality” (pp. 391-96). CARLYLE’S ESSAY ON BURNS— THEME SUBJECTS. 1. The life of Carlyle (pp 11-22). 2. The life of Burns (pp. 23-30). 3. A parallel (and contrast) be- tween the ancestry and early en- vironment of Burns and Carlyle (p. 29). 4. The “Essay on Burns” as a book' review. (Cf. similar subjects for Macaulay.) #5. What a biography should be pp. 47, 48). 6. The qualities of a true poet, according to Carlyle (pp. 63, 64, etc.). 7. The chief merits of Burns’s poetry, with illustrations not given by Carlyle (pp. 56 ff.). 8. Paraphrase of “Tam O’Shan- ter” (or other poems mentioned by Carlyle). 9. Burns’s songs (pp. 82-85). 10. Burns’s place in Scottish literature (pp. 85-89). 46 THEME SUBJECTS AND 11 . Burns in Edinburgh (pp. 98- 105). 12 . An imaginary conversation between Burns and Scott (for ex- ample, about one of Burns’s poems, or about Scott’s poetical ambi- tions). 13. Why Burns’s life was a fail- ure. (Compare Poe.) 14 . Burns and Byron (pp. 125- 28). 15 . Carlyle’s use of figures in this essay; or his choice of words; or his sentence structure. CARLYLE’S ESSAY ON BURNS— J 1. — Burns as a “prodigy” (pp. 48- 55). 2. — Burns’s sincerity (pp. 56-60). 3. — Burns’s choice of subjects (pp. 61-66). 4. — “Tam O’Shanter” and “The Jolly Beggars” (pp. 79-82). 5. — Burns’s songs (pp. 82-85). 6_The interest of Burns’s life (pp. 89-92). 7. — Burns at Irvine (pp. 93-98). 8. —The crisis of Burns’s life (pp. 16. Character sketch of Carlyle (especially as indicated in thi^l Essay). 17. Character sketch of Burns' (with any modification of Carlyle’s view that further reading Burns’s works and works about him seems to make necessary). 18. Carlyle’s “peculiar” words (p. 32) with illustrations. 19. Discuss p. 33: “It is by no means easy to follow [Carlyle’s] thought.” (Prove by examples.) .ECTIONS FOR CLASS READING. 111-14). 9. — Might Burns have been saved (pp. 114-18)? 10. — Why Burns failed (pp. 118- 25). 11. — Byron and Burns (pp. 125- 28). 12. — Concluding estimate (pp. 128-30). (Various poems of Burns should be read also, especially those men- tioned by Carlyle.) SELECTIONS FROM CHAUCER— THEME SUBJECTS. 1. English history in Chaucer’s time (pp. 9-11). 2. The social conditions of Chaucer’s time (pp. 12-15). 3. Chaucer’s business career. 4. Chaucer’s learning, particu- larly as indicated in the selections in this volume (pp. 22-24). 5. Chaucer’s literary career (pp. 22-32). 6. The plan of the “Canterbury Tales” (with relation to other works of similar plan; pp. 33-35). 7. The pilgrimage to Canterbury (a summary of the external facts— route, time spent, happenings en route; without regard to the tales told; pp. 37-40, etc.). 8. From London to Canterbury today. 9. Descriptions and character sketches of the Host and the chief Pilgrims; especially, for example, the following: the Knight, the Squire, the Prioress, the Monk, the Friar, the Clerk, the Man of Law, the Franklin, the Doctor, the Wife of Bath, the Parson, the Miller, the Reeve, the Summoner, the Pardon- er. (Or the characters may be treated in groups of related per- sons; e. g., the members of relig- ious orders, the bourgeois char- acters, etc.) 10. Satire of religious abuses i the Prologue. SELECTIONS EOE READING ALOUD 47 11. Character sketches of The- seus; of Chauntecleer. 12. The story of Palamon and Arcite (a narrative outline, merely). 13. The Knight’s Tale and its source (pp. 253-54). 14. The Knight’s Tale and Dry- den’s retelling of it. (He retold the Nun’s Priest’s Tale also.) 15. Descriptions of striking scenes or places; such as the fol- lowing: Emelye in the garden (pp. 104 ff.). The Temple of Venus (pp. 136 ff.). The Temple of Mars (pp. 138 ff.). The Temple of Diana (pp. 141 ff.). SELECTIONS FROM CHAUCER— S 1. — The Knight and the Squire (pp. 66-69). 2. — The Prioress (pp. 69-71). 3. — The Monk and the Friar (pp. 71-75). 4. — The Sergeant of Law (p. 77). 5. — The Wife of Bath (pp. 82-83). 6. — The Parson (pp. 83-85). 7. — The Host and his suggestion (pp. 93-95). 8. — Emelye in the garden (pp. 104-7). 9. — Arcite returns to Athens (pp. 116-19). 10. — The observance of May (pp. 120-21). 11. — The decree of Theseus (pp. 130-34). 12. — The Temple of Venus (pp. 136-38). 13. — The Temple of Mars (pp. 138-41). 14. — Two of the champions (pp. A May morning (pp. 120 ff.). The combat between- Pala- mon and Arcite and their champions (pp. 161 ff.). Ugolino in the dungeon (cf. pp. 267-68). The “povre widwe’s” pre- mises (pp. 188 ff.). 16. The story of the cock and the fox. 17. The Nun’s Priest’s Tale and “Uncle Remus.’’ 18 . The Pardoner’s story of the three “ryotoures” (pp. 219 ff.). 19 . Paraphrases of any of the shorter poems, especially pp. 236-37. 20. Write the Knight’s impres- sion of London today after a sup- posed visit, making use of Chau- cerian English. .ECTIONS FOR CLASS READING. 144-46). 15 . — Emelye at the Temple of Diana (pp. 149-53). 16. — The combat (pp. 160-63). 17. — The death of Arcite (pp. 166-68). 18 . — “De Hugelino, Comite de Pize’’ (pp. 183-85). 19 . — Chauntecleer and his house- hold (pp. 189-90). 20. — Chauntecleer’s dream (pp. 190-91). 21 . — Chauntecleer in joy (pp. 200- 201 ). 22. — The fox beguiles Chaunte- cleer (pp. 202, 204-6). 23. — The tables are turned (pp. 207-9). 24. — The Pardoner’s Tale (pp. 219-27). 25. — ‘Truth’’ (pp. 232-33). 26. — “Chaucer to his Purse’’ (pp. 236-37). ESSAYS AND ADDRESSES BY 1 . Sketch of Emerson’s life (pp. 9-20)’. 2. Emerson and Ernest in Haw- EMERSON— THEME SUBJECTS, thorne’s “Great Stone Face’’ — a comparative character sketch. (See p. 9 and deduce characteris- 48 THEME SUBJECTS AND tics from “Essays” read; e. g., “Friendship.”) 3. An imaginary conversation between Emerson and Carlyle (e. g., about Shakspere or Burns, or about the subject of some one of the “Essays” in this volume). 4. Comparison and contrast of Emerson’s method of composition (p. 17) with that of Stevenson or Poe. 5. Emerson and the abolitionist movement (pp. 18-19, 44, etc.). 6. Your favorite of the “Essays” in this volume, with reasons. 7 . Present-day Christmas giv- ing, as Emerson might view it (pp. 52-57), or as you would modify his views. ' 8. Discussion and explanation of Emerson’s famous view of consist- ency (pp. 68 f£.). 9 . Application to the present time of Emerson’s criticisms on pp. 87-88, or a defense of the present time against such criticisms. 10. Emerson on Woman’s Rights (pp. 120 ff.) — 'vjmparison with Tennyson’s view or what Emerson would think of the present-day agitation for “woman’s suffrage.” 11. Apply Emerson’s views of heroism (pp. 14? ff.) in a character sketch or appreciation of some real hero — either a historic character or some person yru know. 12 . Defense cr criticism of Emer- son’s view of political parties (pp. 194-95), or application ^ of his view to the present time. 13. Description of a scene sug- r^ested by pp. 205-8. 14. “The greatest genius is the most indebted man” (p. 228). Ap- ply this to Shakspere, with illus- trations from the plays you have read. 15. Emerson’s view of books (pp. 258-63). ESSAYS AND ADDRESSES BY EMERSON— SELECTIONS FOR CLASS READING. 1. — The dualism of nature (pp. 26-30). 2. — Compensation in social and industrial relations (pp. 37-41). 3. — Compensations for persecution and calamity (pp. 42-44, 47-49). 4. — The virtue of non-conformity (pp. 62-67) 5. — Consistency (pp. 68-71). 6. — Travelling and imitation (pp. 86-89). 7. — What is a gentleman (pp. 97- 101 )? 8. — True good manners (pp. 106- 7, 110-12). 9. — Woman’s rights (pp. 120-22) 10. — The effects of human affec- tion (pp. 126-29). 11. — The elements of real friend- ship (pp. 134-38). 12. — True heroism (pp. 152-54, 160-63). 13. — Character and its measure (pp. 169-72). 14. — The nature of the State (pp. 186-88). 15. — “Halcyon days” (pp. 205-8). 16. — Great men (pp. 228-29). 17. — The real biography of Shak- spere (pp. 241-44). 18. — The scholar and nature (pp. 256-57). 19. — The scholar and books (pp. 258-63). 20. — The scholar and action (pp. 266-68). 21. — “The office of the scholar” (pp. 268-72). Newcomer’s Literatures ENGUSH UTERATURE BY Prof. ALPHOmO G. NEWCOMER Qoth, gill side and back stamps; 445 pages; 53 half- tone portraits ; smaller illustrations ; and an Appendix con- taining ( 1 ) Notes on the Language, (2) List of Mmor Writers and Det^s of Literary Interest, and (3) Bibliography and Suggestions for Study. Price $1.25. In many periods and in several chapters Professor New- comer has been unusually happy in his style and material, but his treatment of the nineteenth centuryp eriod will probably attract widest attention on account of its completeness and lively interest. AMERICAN UTERATURE BY Prof. ALPHONSO G. NEWCOMER Cloth, gilt side and back stamps ; 364 pages ; 28 portraits ; and an Appendix containing (1) A Classified List of Late and Contemporary Writers, (2) A Chronological Outline, (3) List of Reference Books, (4) Suggestions for Reading and Study, (5) Index. Price $1.00. Few text-books have taken the high rank as literature that has been accorded Professor Newcomer’s American Liter- ature. Many of its chapters are pieces of literary criticism that would of themselves establish the author’s reputation. His judgments are sound and sympathetic and his style is interesting, graceful, and effective. Teachers wishing text-books on these subjects that are more than biographies ; that really encourage a taste for liter- ature, should examine Professor Newcomer’s works. SCOTT. FORESMAN & COMPANY PUBUSHERS 378 Wabash Avenue, CHICAGO OUTLINE PLAN OF Herrick and Damon’s Composition and Rhetoric First MAKING THE COMPOSITION CHAPTCn i Corarosltion — OraJ and Written II What to Write About III Building the Theme IV Bnildin? the PeregTapb V Bnildlnar the Sentence VI How to Increue a Vo- cabulary VII ) Punctuation and Letter Vlll ) Writinff Second MAKING THE COMPOSITION CORRECT CHAPTKR IX Good Use X Barbarisms XI Improprieties XII Grammar — Qaod Use in the Sentence XIII Idlam and Translation English XIV Namber of Words XV Discriminatioo in Choice of Words THI RD MAKING THE COMPOSITION EFFECTIVE CHAPTER XVI A Survey of the Chief Rhetorical Principles XVII Unity in Sentences XVIll Coherence in Senten- ces XIX Force In Sentences XX Structure of Single Paragraphs XXI Structure of Whole Composition Fourth KINDS OF COMPOSITION CHAPTER XXII Summaries XXIII Original Composition, Descriptive and Nar- rative Writing XXIV Original Composition, Expository and Ar- gumentative Writing , APPENDIX A Figures of Speech B Classified List of Subjects ' C Conunon Abbreviations advantages of this PLAN are that it is direct and ^ logical, that it makes a course in English unified and productive of results, and that it embodies the modern idea of developing the writing. A well defined Plan is as important in a text-book as in any other undertaking. SCOTT, FORESMAN and COMPANY 378 Wabash Avenue CHICAGO