Teachers' Outlines for Studies in English Part 13

"'Speak, strike, redress.' Am I entreated" (II, 1, 55).

"Friends, Romans, countrymen, lend me your ears" (III, 2, 78).

"As a sick girl. Ye G.o.ds! it doth amaze me"(I, 2, 128).

Why do you think we have both prose and verse in I, 1?

Why prose in Brutus's speech and verse in Antony's?

Find, if you can, pa.s.sages that express true patriotism (like II, 1, 52-58), others that express hollow rhetoric (like I, 3, 91-100), and others that express true and beautiful sentiment.

THE LIFE AND CHARACTER OF THE AUTHOR.--See outline for the study of _The Merchant of Venice_, p. 72.

OUTLINE FOR THE STUDY OF MACBETH

I. Preparation

A review of the facts about Shakespeare's work and the development of his art previously studied; a short explanation of the meaning and purpose of tragedy; and an account of the general belief in witchcraft in the early seventeenth century, will help to give the cla.s.s the right att.i.tude toward the play.

II. Reading and Study

The purpose of the first and second readings is the same as that already stated in the general plan and in the outline for the study of _The Merchant of Venice_. The large number of puzzling pa.s.sages in _Macbeth_ makes the second reading unusually important.

III. Study of the Play as a Whole

SETTING.--Where and between whom were the battles fought in the beginning of the play?

Where are Inverness and Scone?

About how long a time is involved in the entire play? Which scenes follow one another without loss of time, and which do not?

From the various hints given, what impression do you get of the conditions of life in Scotland at the time of the play? (I, 2, 20-24; I, 4, 37-38; III, 2, 22-26.)

How is external nature used to heighten the effect made by the witches?

In what other instances is nature used to heighten the effect? (I, 5; II, 1, etc.)

PLOT.--What is the purpose of the introductory scene? Compare it with the opening scene in each of the other plays that you have studied.

At what point is the introduction of the plot, or the "exposition,"

complete?

What evidence is there that Macbeth had planned before the opening of the play for the murder of Duncan? (I, 3, 51-52; I, 7, 47-53.)

What three incidents help to his success? (I, 4, 42-43; II, 3, 112-113; II, 4, 25-26.)

By what means does Shakespeare make the murder of Duncan very effective in moving the audience, even though the actual deed is committed off the stage?

What facts necessary for the reader to know are brought out in the last scene of Act II?

What leads Macbeth to the murder of Banquo? (III, 1, 48-72.)

Where does Macduff first come in as a force in the action? (III, 4, 128-129.)

What hints of his part have we had before? (II, 4, 36-38.)

What double purpose had the author in having Macduff's family slain?

To what extent does Lady Macbeth influence action of the play? The weird sisters? Macduff? Banquo? Macbeth?

Note the steps by which Macbeth rose in fame.

What was the source of Shakespeare's material? Account for the most important changes that he made.

CHARACTERS.--What sort of man have we reason to believe Macbeth was at the opening of the play from the position that he held; from what his wife said of him; from what others said of him; and from his att.i.tude in the face of his first crime?

What two contrasts are drawn between Macbeth and Duncan in scenes 2 and 4 of Act I? Is it strange that Macbeth had often wished that he might be king in place of Duncan? Why? Show how the prophecies of the witches became his temptations. From his soliloquies in Act I, scenes 3 and 4, what do you judge of his moral sense? What decision has he reached, if any, before he returns to his wife? In his soliloquy in Act I, scene 7, what two considerations are keeping him from the murder? What argument of Lady Macbeth was effective in bringing him to a decision? How do you account for the fact that he is extremely vacillating in Act I and fearful in the first part of Act II, while in the battle with the rebels he was the personification of bravery and decision? What is his state of mind as soon as the act is committed? What change takes place as soon as it is discovered? Is his fear of Banquo a reasonable one? What effect of his crime is apparent in Act III, scene 2? What, if any, further decline do you note in Act III, scene 4? In Act V how does Shakespeare contrive to represent Macbeth in a condition of brutality and yet to arouse a decided human interest in him, and even some sympathy for him? In Macbeth's several soliloquies throughout the play what mental characteristic is most prominent? Give examples. To what extent may Macbeth be taken as a type of ambition? to what extent the type of a n.o.ble soul led downward to destruction? What great truth does his life ill.u.s.trate, a truth that we may call the central idea of the play?

What mental qualities does Lady Macbeth show in Act I, scene 5? Why does she not discuss with herself the pros and cons of the act to be committed? What fundamental difference does this ill.u.s.trate between herself and her husband? Do you think Lady Macbeth's motive for the murder of Duncan was selfish or unselfish? Give reasons. What sort of woman do you suppose she was before the play opens? Why? What light does Act III, scene 2, throw on her character? Does her calmness and tenderness with her husband after the guests have left the banquet indicate her wisdom in dealing with him, or the pathetic weakening of her strong character, or a natural tenderness? Give reasons. What makes the sleep-walking scene so pathetic? How has the dramatist prepared us for her breakdown? What, if anything, do you find in her to admire?

Are we to regard Banquo as strong and n.o.ble, or blamelessly weak, or criminally negligent? Why? Compare Banquo and Macduff in order to bring out the chief characteristics of each.

What striking contrast is drawn between Macbeth and Edward the Confessor?

FORM.--Ill.u.s.trate the normal line and the chief variations from it in _Macbeth_.

How does the number of incomplete lines compare with the number in the other plays that you have studied?

Find several highly imaginative pa.s.sages (like II, 1, 49-60); several that express pathos (like V, 1, 22-86); several that are very condensed (like III, 2, 13-22). Which of these pa.s.sages are most characteristic of this play?

OUTLINE FOR THE STUDY OF COMUS

I. Preparation

A good way to arouse interest in this poem is to give an account of the popularity of the mask in the days of Elizabeth and James I; the occasions for which masks were written; the people who wrote them; and the preparations that were made for presenting them. Some pupil who has read _Kenilworth_ will be interested to tell of the entertainment of Queen Elizabeth by the Earl of Leicester. Other matters of interest are the character of Henry Lawes, his part in _Comus_, and the occasion for which this mask was prepared.

II. Reading and Study

The first reading should give familiarity with the events related and a general idea of the philosophical discussions. The second reading will include a careful study of details; Milton's use of mythology; the stage setting; the introduction of dances, etc.