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Why is the title of this poem an extremely apt one?

Why are “Dimple-Chin” and “Grizzled Face” here especially suggestive names?

Who is meant by “the little archer” of line 7?

Point out the resemblances and the differences in the thought and form of the two replies.

THE CHIMES OF TERMONDE

GRACE HAZARD CONKLING (Mrs. Roscoe Platt Conkling) is a graduate of Smith College and was formerly a teacher in New York City. Some of the best of the numerous verses she has published deal with foreign scenes. Termonde (târ-mõnd'), or Dendemonde, as it is sometimes called, is a Belgian city of ten thousand inhabitants, between Brussels and Ghent. Its most famous church, Notre Dame, was seriously damaged when the German army occupied the city, early in October, 1914.

What feeling is uppermost in the writer's heart?
Does the wording of the poem ever suggest the sound of the bells?

Point out some repeated words and phrases, and try to determine their effect.

What purpose is here served by the unusual arrangement of the stanzas?

A PUPIL OF AGASSIZ NATHANIEL SOUTHGATE SHALER (1841–1906) was the son of a Kentucky physician. He received his education at the Lawrence Scientific School of Harvard University, under the eminent Swiss naturalist, Louis Agassiz băg'a-sė). After his graduation Shaler served brilliantly in the Union army, and was later made Professor of Geology and finally Dean in the Lawrence Scientific School. Through his teaching and his numerous books he did much to advance the study of natural science in America.

The extract here given is taken from that section of his “Chapters of an Autobiography” in which he tells how, as a youth of eighteen, he gave up his chance of entering the classical course at Harvard by refusing to learn the rules of Latin scansion and then turned to the study of natural science. Shaler was first attracted to Agassiz by the “Essay on Classification,” which had recently appeared in the first volume of his “Contributions to the Natural History of the United States."

Should you judge that the writer was a young man, or an old man reviewing his life?

Where does he frankly admit his own weaknesses? Do we respect him less, or more, for these admissions?

What qualities did Agassiz demand of his pupils? Show how the author gave evidence of possessing these.

What incidents illustrate Agassiz's sympathy; his lack of conventionality; his firmness; his shrewdness; his enthusiasm for his work?

Indicate some fresh, crisp words or phrases. Do you here discover many long, formal words?

THE MUSKRATS ARE BUILDING

PROFESSOR SHARP teaches in Boston University but lives on his farm at Hingham, Massachusetts, some fifteen or twenty miles from Boston. Though he has here been unusually successful in portraying the life of his wild tenants, he introduces occasionally friendly phrases from the world of books; thus, like John Muir, he recalls Burns's “To a Mouse,” with its “best laid schemes of mice and men gang aft agley” (a-glē' =awry). The “lean and hungry” cold suggests the description of Cassius in “Julius Cæsar,” 1, 2, 194; and the

quick and the dead” recalls “Hamlet,” v, 1, 137. Similarly the reference to the “rains descending" may be found in Matthew, VII, 25; and to Luke, XII, 18, may be traced the allusion to the rich man who “built greater barns.” Again the writer quotes the familiar old nursery song, “The north wind doth blow.”

Summarize the most interesting things you have learned from this essay.

Which did you find the most interesting of the animals here described? Why?

Can you name other animals, besides the woodchuck and frog, that sleep through the winter?

How does the writer rouse our curiosity at the beginning of the essay?

What sentence states the central thought of the essay? How is it related to the title? Why is the title repeated at intervals through the course of the essay?

What excellent use of contrast is made in the closing paragraph?

Point out some well-chosen comparisons that help make clear and vivid the writer's ideas.

Point out some ideas that are very cleverly expressed.
Indicate two or three instances of effective use of alliteration.

THE OFFERING

OLIVE CECILIA JACKS is an Englishwoman who has lived a life of rare culture and refinement. Her husband is L. P. Jacks, Principal of Manchester College, Oxford; her father was Stopford Brooke, the noted critic and writer

1. In what sense did the Great War make us fall from our former high estate?

2. Who are the people that have made atonement for the wrong committed against the world?

3. Does Mrs. Jacks imply that the dead suffered more than the living?

4. To whom will the world probably award the highest praise?

THE AIRMAN’S ESCAPE

MR. GEORGE W. PURYEAR is the son of a Southerner who during the Civil War escaped from a Northern prison. It is interesting to speculate on how much this may have stimulated the son during his recent adventure.

In a personal letter to the Editor of the “Atlantic” the author of “The Airman's Escape” vouches for the exact truthfulness of each detail. His comment on possibilities for harmless enlargement of the story is significant.

The manuscript would have been better reading had I added some descriptions, etc., for pauses, but I wrote it more as a record. When I turned from the Rhine to seek aid in a free country I did not stop to admire, or rave about, the beauty of Switzerland, the little valley of the Rhine and the Aar surrounded by the distant peaks of the Alps even then bathed in the glow of the coming day. I did not stop to deeply inhale the sweet air of freedom, nor even look back on the grim mountains across the river which marked the Hated Land from which I had escaped. All such might help a story and would not alterate the facts, but I was wet, cold, weak, and hungry. I only looked for the nearest possible relief and that is what I wrote in the record.

Note.— No questions or comments have been provided for this story. Teachers may find it interesting to have the pupils supply these.

GLOSSARY

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