Teachers' Outlines for Studies in English Part 17

OUTLINE FOR THE STUDY OF FRANKLIN'S AUTOBIOGRAPHY

I. Preparation

The interest of such a book as Franklin's _Autobiography_ does not lie in poetic language and rhetorical figures, but in the human interest shown in this record of a man's life. The teacher's aim, then, will be to fix in the minds of the students the essential facts of Franklin's life; their relation to one another; his connection with the advancement of society and with the achievements of our country; and the traits of his remarkable character. The approach to this study will most naturally be through what the students already know of Franklin's achievements and of his connection with history. These facts gathered from the cla.s.s can be supplemented by others judiciously chosen for the purpose of making real the time in which Franklin lived, and of arousing an interest in the man himself.

II. Reading and Study

The student will have little or no difficulty in following the narrative of these pages, and with the aid of topics can be held strictly to account for the mastery of essential details. A good way, at first, is to a.s.sign, with the chapter for home reading, a list of topics to be studied, and later to require the pupils themselves to make out similar lists. The a.n.a.lysis of chapters is in itself valuable exercise and the use of topics for oral quiz and discussion is probably the best way for the daily study of such work. It is not desirable, however, that the a.n.a.lysis be too minute, or that it be carried so far as to kill the interest in the reading.

III. Study of the Book as a Whole

The purpose of this comprehensive study is two-fold: first, to group together in their proper relation the essential facts of the life and development of the man; and, second, to fix important matters and characteristic incidents. The following are a few topics and questions suggested for this study:

What were Franklin's achievements in business? in science? in literature? in military service? in diplomatic service? in public improvements?

Give the facts of his education, including his training, his private reading and study, and his broader education that came from a.s.sociation and travel.

For the advantages of his education how much did he owe to his parents and the circ.u.mstances in which he chanced to find himself as a boy? How much to fortunate a.s.sociation with wise men? How much to his own wise and persevering efforts?

Tell what you can of his ancestors, and discuss how much he owed his success to heredity.

How did Franklin manage men, get them to think as he did, and do what he wished? Ill.u.s.trate by incidents.

What traits of character were in the main responsible for his attainments in each of the lines in which he gained a distinct success?

Mention a few of the most important principles of his homely philosophy.

Give incidents from his own acts to show whether or not he practised what he preached.

OUTLINE FOR THE STUDY OF CARLYLE'S ESSAY ON BURNS

I. Preparation

Some of the following topics call merely for statements by the teacher; some for a special report; and others for cla.s.s study. The more familiar the cla.s.s are with the poetry and the life of Burns the more profitable will be their study of this essay.

The Scotchman's remarkable love for Burns.

The popularity of many of Burns's songs and poems.

Reading and study of some of Burns's poems.

A study of the important facts of Burns's life.

Who Carlyle was.

His interest in Burns.

Circ.u.mstances of writing this essay.

The a.s.sumption of the author with reference to the knowledge of his audience.

II. First Reading

An outline like the following will be helpful in getting the thought with the first reading:

The purpose of biography pp. 55-60

General estimate of Burns pp. 60-66

Burns as a literary man pp. 66-98

Burns as a man pp. 99-134

A plea for breadth and generosity in our estimate of the man pp. 134-136

III. Second Reading

It is so difficult for students to gain a mastery of the thought that the second reading must be slowly and carefully done.

IV. Study of the Book as a Whole

CONTENT.--What is the theme of the essay?

Trace the development of the theme by means of a full topical outline.

Has the essay unity?

Upon what is based the claim that Burns was a great poet?

What are the elements of his greatness?

From the three paragraphs (pp. 80-84) the first of which begins: "In fact, one of the leading features in the mind of Burns is this vigour of his strictly intellectual perceptions," would Carlyle have us believe that Burns had a strong character? To what extent, if at all, did he have a strong character?

Is it true that there was "but one era in the life of Burns, and that the earliest"? (see p. 99).

To what extent was his life a failure?

What were the causes of his failure? What share of the blame belongs to his friends and acquaintances?

To what extent was his life a success?