IN OUTLINES OF ENGLISH MASTERPIECES ELMER JAMES BAILEY, UTICA, N. Y. THE SIR ROGER DE COVERLEY PAPERS N making the following outline, the compiler has disregarded the order of the papers as they originally appeared. By bringing together those papers which are connected in subject matter, he has found that his pupils retain a more vivid idea of the old knight, his friends, and their ways and opinions. The numbers in parentheses following certain topics are those of the original edition of the Spectator; and they are inserted in the hope that the outline may be used with any of the popular school texts. It must be noted that several of the papers included are not found in some school editions. There is a difference of opinion on the part of editors as to just what selections shall be included in the Sir Roger de Coverley group; and the maker of this outline has followed an edition which tends to retain every paper in which the old knight is even mentioned. Teachers who are using this series of articles must therefore fit the present outline to the text in the hands of their classes. I. THE CLUB. 1. The spectator himself. (1.) His ancestry, birth and infancy. (1.) (c.) Their owner, her reading and its effect. (d.) The spectator's comment. b. The cries of London. (251.) (a.) Their effect upon town and upon country people. (b.) A letter of suggestion. 2. The other members, their characteristics and opinions. (1.) The country squire (Sir Roger de Coverley). (2.) Comments of the members on the a. Approving and dissenting opinions. II. A VISIT TO SIR ROGER'S COUNTRY HOME. 2. Sir Roger's household. (1.) Sir Roger's servants. a. Their age and devotion. (106 and 107.) b. Their master's benevolence. (107.) (a.) His constant kindness. (b.) His ideas about gifts of clothes. (c.) His generosity in the matter of settlements. c. An instance of gratitude. (106.) (2.) Sir Roger's chaplain. (106.) a. Sir Roger's choice of a chaplain. b. The chaplain's sermons. 3. A Sunday at Sir Roger's. (112.) (1.) The Spectator's comment on keeping Sunday. (c.) The Knight's continued regard. (118.) (d.) The impertinence of confidantes. (118.) (e.) An instance of Sir Roger's interest in other lovers. (118.) (f.) Sir Roger's philosophic disappointment. (118.) (3.) A self-dissatisfied guest. (114.) a. His bitterness and its cause. b. The Spectator's comments. (a.) The error of pride. (b.) The story of Laertes and Irus. (c.) The folly in shame or fear of poverty. (d.) The possible solution of such difficulties. (4.) A neighboring heir. (123.) a. An instance of bad education. b. The story of Eudoxus and Leontine. 5. A visit to Sir Roger's picture gallery. (109.) (1.) Sir Roger's comment on costume. a. The gentleman of the tilt-yard. c. The dandy. d. The saver of the estate. e. The knight of the shire. 6. Superstition in the country. (1.) At the Hall. (110.) a. The ghost in the abbey. (3.) The coronation chair. (329.) (4.) The bust of the bearded man. (331.) a. Sir Roger's comment on beards. b. The Spectator's comment on the same subject. (a.) The beard in foreign countries. (b.) The beard in England. (c.) The effect of introducing the fashion of beards. 4. A visit to the play. (335.) (1.) The preparation for the visit. a. The Mohocks. b. The plans for defense. (2.) The Knight's comment on the play. 5. A visit to Spring Garden. (383.) (1.) A trip to Vauxhall. a. The boatman. b. Sir Roger's comment on c. His salutations and their effect. (2) At Spring Garden. a. The walks and the bowers. b. Refreshments and departure. the 1. What is the first attitude of the organist towards his music; and what awakens him to a greater interest? 2. Give in the exact words of the poem Lowell's general statement of his theme (lines 9-12); and contrast this theme with that of Wordsworth's "Ode on Immortality." 3. In what five ways does nature chide the heart of man? 4. In buying of earth what do we receive, what is their value and what do we pay? 5. Answer the same questions with reference to what we receive from heaven. 6. Show the influence of the springtime in awakening happiness in nature and in the heart of man. 7. Show also how it appeals to man's spiritual nature, and counteracts the trouble and evil of the past. 8. Show how the season roused Sir Launfal from his forgetfulness; and give in substance the announcement with which he renewed his old determination. 9. Describe the castle and its surroundings. The symbolism of this passage may be explained. 10. Give an account of Sir Launfal's first adventure dwelling somewhat upon the appearance of the knight and of the leper, and presenting in full the episode of the rejected gold. II. Of what truth are lines 160 to 173 a poetic statement? 12. Describe minutely the palace built by the brook. 13. Contrast the cheer within the castle and the inhospitality without. 14. Describe Sir Launfal's second meeting with the leper, touching upon the knight's desolation, his willingness to help the leper, his repentance, and his kindly deed. 15. Describe the miracle which took place, and give in full the message of the vision. 16. Show how Sir Launfal profited by his vision both in thought and in deed. 17. Give contrasting descriptions of a day in spring and a day in winter, drawing material from the two preludes. Additional details may be found in Part One, sections 2 and 4, and in Part Two, section 1. 18. Give contrasting pictures of the castle before and after Sir Launfal's dream. 19. Give contrasting descriptions of Sir Launfal as a youth and as an old man. 20. Give contrasting descriptions of the leper before and after his transformation. 21. Give contrasting pictures of the youthful knight and the loathsome leper. 22. Show how the first eight lines have a vital connection with the form and development of the poem. 23. Show how the story of Sir Launfal is a special instance of the general theme given in lines 9 to 12. 24. Develop into a paragraph the topic A Summer's Siege," drawing material from the two parts of the poem. 25. Discuss the particular phase of chivalry presented in the poem. 26. What is the legend of the Grail. 27. What other English authors have treated the same story, and in what works is their presentation of the legend found? 28. Explain the biblical references in lines 12, 280-287, 306-309, 318-327. 29. Find in each of the four parts of the poem five examples of simile and five examples of metaphor. 30. Find examples of personification of antithesis, of interrogation, of alliteration. 31. Explain the figures in lines 4, 7 and 8, 27 and 28, 35 and 36, 46, 49-52, 57-60, 77-79, 90-93, 114 and 115, 122-127, 132-139, 185 and 186, 212, 215-224, 233, 238, 242 and 243, 246-249, 269-272, 276-279. (This list is not exhaustive.) 32. What is the meaning of lines 167-169, 172, 184, 196, 210, 213, 234, 238, 255. 33. What passages in the poem imply that Lowell like Wordsworth ascribed a separate conscious life to nature? 34. Explain fully lines 13-20, show how the method of communication ascribed to each manifestation of nature is poetically appropriate. 35. Comment upon the use of the following words: Druid (line 17), illumined (51), deluge (52), dumb (53), nice (56), sulphurous (91), surly (127), maiden (131, 138), elfin (210), corbel (213), piers (238), rain-blanched (276). 36. Elaborate lines 264-272 into a narrative. 37. In just what way is it true that Sir Launfal can be said to have found the Grail in his castle? WHAT THE CHILD SHOULD KNOW OF GEOGRAPHY AT THE END OF HIS EIGHTH GRADE AMOS W. FARNHAM, STATE NORMAL AND TRAINING SCHOOL, OSWEGO, N. Y. PLACE. Geography is pre-eminently a place study. Place involves direction and distance. The child should know the use of the terms right, left, nearer, and farther. He should know how to determine actual directions by the aid of noon shadows, the North Star, and the mariner's compass; and to determine represented directions by the aid of parallels and meridians. He should know how to determine actual distances in units of linear measure, and represented distances in units of angular measure, which units he should readily translate into more familiar units of linear measure. He should know that a line drawn longitudin ally through the center of a noon shadow is a part of the meridian of the object that casts the shadow; that a line drawn at right angles to the meridian and through the center of the base of the object casting the shadow is a part of the parallel of that object; and that the exact number of this parallel may be known by determining the height (in degrees) of the North Star above the horizon as seen by an observer on this parallel. He should be able to estimate distances in units of time, according to the means of travel, whether express train, trolley car, carriage, steamship, etc. He should be able to make a practical use of his place knowledge, when occasion requires, by giving and receiving clear and exact information regarding the location of streets, roads, and buildings of his neigh borhood; the location of the towns of his county; the counties of his state; the states of his country; and the principal countries of the world. He should know the location of the cities of his state, of the great cities of the world, of important land and water forms, and of the noted pleasure and health resorts, and for what these resorts are noted. GOVERNMENT The child early learns that he is under the control and protection of governmentgovernment of home, school, and society. He learns that the boundaries of his district are political boundaries, and that certain district officers control the district schools. A knowledge of municipal and town government follows; and later, a knowledge of state and national control. The child should know that public highways and bridges are constructed and maintained by government; that canals, chartered corporations, penal institutions, boards of health, and public charities are under governmental control. He should know that his government constructs, maintains, and controls the harbors, harbor lights, breakwaters, life-saving stations, weather bureaus, custom houses, and post offices of his country, and he should know the relation which all these bear to the commerce of his country. He should know the various kinds of national governments, and that that government is the best government that is "of |