Ontario Teachers' Manuals: Literature Part 17

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

LEAD, KINDLY LIGHT

(Third Reader, page 315)

AIM

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

PREPARATION

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

PRESENTATION

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

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

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

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

What is the main thought of the first stanza?

The traveller prays for guidance.

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

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

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

Is the poet stronger in the second case than in the first? No; in the first, his ideal is higher and his humility greater, as he relies absolutely on the guidance of the Holy Spirit.

In the second, relying only on his own reasoning powers to guide him, he made many humiliating failures.

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

RECAPITULATION

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

Give a brief account of the author's life.

LEAD, KINDLY LIGHT

(Third Reader, page 315)

AIM

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

TREATMENT

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

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

Stanza I

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

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

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

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

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

Stanza II

What more do we learn about his life in the second stanza? In what language is his former "pride" contrasted with his present humility?

What is the meaning of "garish"? What part of his life is called "the garish day"? Why is it so called?

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

What at times disturbed his life, even in those "past years"? What made him hide these fears?

What is meant by saying "Pride ruled my will"?

What now is his prayer concerning these years?

Why does he want them put out of remembrance?

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

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

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