C. _The Life and Character of the Author_
OUTLINE FOR THE STUDY OF THE LADY OF THE LAKE
The introductory work that the teacher is required to do for his class depends upon the conditions: the age of the pupils, their previous reading, etc. The following topics are suggested as suitable for the double purpose that we have in mind: arousing the interest of the class, and supplying necessary information.
1. A brief account of Scott's ancestry to show his connection with the Highland clans.
2. Some facts of Scott's boyhood to show his enthusiasm for outdoor life, for deeds of daring, for old Scotch legends.
3. The story that Lockhart tells in his life of Scott[1] (p. 266), of how tired soldiers were aroused by a recital of _The Battle of Beal an Duine_.
4. A short account of the Scottish lake region, with map.
5. A very few facts concerning James V and the Douglas family.
This is for the purpose of getting the main facts of the story. It may be done partly by the teacher[2] and partly by the class out of school. A short time in every recitation period should be taken for a running fire of questions to make sure that the class understand the plot. The questions ought to be simple matters of fact which a first reading should reveal.
The class should now be ready to enjoy a second reading with whatever study of words, figures of speech, meter, etc., is necessary together with the memorizing of a considerable amount. The following questions are intended to suggest the kind of work that ought to be done with young pupils:
1. Canto I, line 47. Explain "tainted gale."
2. " " " 54-63. To which of the senses does Scott appeal?
3. " " " 54-63. Point out the words that are most effective.
5. " " " 114-130. To what sense does Scott appeal?
6. " " " 114-130. How does he appeal here to our sympathy?
7. " " " 131-151. How does he make the escape of the stag a surprise?
It is easy to select many good narrative and descriptive topics for oral and written composition, and here, as always, frequent writing is an aid to the understanding of the work of literature under discussion, as well as to the enlargement of the power of expression.
The study of meter ought to offer little difficulty if only a simple, practical knowledge is required, and yet a large number of pupils find it confusing. It may never have occurred to some of them that the great difference in form between prose and poetry is that in the one case the arrangement of accented and unaccented syllables is irregular, and in the other regular. If they are directed to mark a few passages after some definite form, as they will easily learn the normal line. They will learn, too, that there are a few common variations. Having learned these, and the names of different feet and meters, the whole subject will seem, as it is, a very simple matter.