Teachers' Outlines for Studies in English Part 15

What types of character or cla.s.ses of men are represented by persons in these papers? Which, if any, do not seem like real persons? Do they develop, or do they remain throughout as they are first represented? By what means does the author make us acquainted with them,--by what he says of them, by what they say themselves, or by what others say of them?

Do the whimsicalities of Sir Roger make him ridiculous or lessen our respect for him?

What qualities would such a man find to admire in the "perverse widow"?

Write a paper ent.i.tled "Sir Roger at the Play" modeled upon Addison's paper, but suppose Sir Roger to have seen, instead of _The Distressed Mother_, Shakespeare's _Macbeth_.

Write a reply from Sir Roger to Will Wimble on receipt of the jack.

Write a letter from the Chaplain to the Spectator announcing the death of Sir Roger and speaking as he naturally would of his patron.

Write an account of the trouble between Will Wimble and Tom Touchy referred to in Paper XXVII.

Compare the papers written by Addison with those written by Steele to determine which author is more successful in introducing characters; which in portraying the details that make these characters live; which uses more care in the choice of words and the form of sentences; which has a more refined and courteous manner; and which shows the more feeling. Give evidence.

FORM.--Make a topical outline of several papers, for example, XIX, XXI, XXVI, to show whether or not they have unity.

Do the paragraphs have unity? a clear order of development? Examine the sentences to see whether they are, in the main, loose or periodic.

Compare this series of papers with some novel, preferably _The Vicar of Wakefield_, in respect to clearness of setting, delineation of character, structure of plot, definiteness of purpose, and clearness and grace of style. What is lacking to make the series a novel?

THE LIFE AND CHARACTER OF THE AUTHORS.--What do we know of Addison's childhood? his school and college life? his reputation as a student? his tour of the continent? his entrance into political life? his political successes? his literary ventures and successes? his marriage? his death?

What traits of character made him loved by his friends? How was he regarded by his political enemies? In the paper ent.i.tled _The Spectator_ what traits are like Addison's own traits? From the Spectator papers that you have read what do you infer of Addison's power of observation?

his feeling toward the follies of the day? his att.i.tude toward religion?

Contrast Addison's early life with Steele's. Relate the main facts of Steele's school and college life, his experiences in the army, his first literary ventures, his popularity in society, his political successes and disappointments. Compare Steele's traits of character with those of Addison.

OUTLINE FOR THE STUDY OF IRVING'S SKETCH-BOOK

I. Preparation

Most students have probably read _The Legend of Sleepy Hollow_ and _Rip Van Winkle_ before entering the high school, and know something about Washington Irving. To enjoy the other sketches fully one should know well the man who wrote them, for they are strongly personal. The reader is to travel with Irving, to see things with his eyes, and to consider subjects with his good sense and fine taste. One way to approach the task of teaching the _Sketch-Book_, then, is to a.s.sign for re-reading, or at least for review, the two stories mentioned above, and to awaken a lively interest in the genial man who wrote them. This may involve reversing the usual method of studying the author last.

_Washington Irving_ by Charles Dudley Warner, in the American Men of Letters Series, and _The Life and Letters of Washington Irving_ by Pierre Irving will furnish abundant and interesting material for both teacher and student.

What do we know of Irving's parentage? his characteristics as a boy? his education? his first trip to England? his travels? his friends? his habits? his return from abroad? his military experience? his first literary ventures? his long stay in Europe? his literary successes? his great reception on his return to New York? his life at Sunnyside? his public services?

II. Reading and Study

These sketches should not be read hurriedly but thoughtfully and, as far as time will permit, aloud in cla.s.s. They contain many fine descriptions which should be used, with the aid of questions and composition exercises, to keep alert the imagination of the pupils. The following are a few of the topics that might be used for oral or written work:

_The Author's Account of Himself_

The author's choice of facts. (Why he chose these and did not choose others.)

The charm of travel in America and in Europe--a comparison and a contrast.

_The Voyage_

What Irving has omitted in the account of his voyage.

An imaginative sketch of Irving as he may have appeared to one of his fellow-pa.s.sengers. (Base the sketch on what Irving says that he did and saw.)

Descriptive features in the last four paragraphs.

An original account of some voyage.

_The Christmas Sketches_

Irving's purpose in these papers.

The Christmas spirit in England.

Travelling by stage coach.

The coachman--a character sketch.

The coachman at the inn-yard--a description.

Irving's fellow-travelers.

Irving--a sketch by one of the travelers.

Arrival at Bracebridge Hall.

The squire--a character sketch.

The festivities of Christmas eve.

The family at supper.

Prayers on Christmas morning.

The church service.

The parson.

The pleasures of the day.

The dining room when the boar's head was brought in--a description.

The wa.s.sail bowl.