Teachers' Outlines for Studies in English. Gilbert Sykes Blakely
make the first reading intelligible, and put the class into the atmosphere of the poem.
II. A Rapid Reading
This reading of the poem must be accompanied by general suggestive questions and explanations. A part of the first reading should probably be assigned for home work, but the more important passages, at least, should be read in class by the teacher, or by some good reader among the pupils.
III. A Careful Reading
The main purpose of this reading is to gain an understanding of the poem. It will include a thorough but not exhaustive study of its details; the best passages may be read aloud, and choice selections committed to memory. Then should follow a brief practical study of meter, with class discussions to interpret the thought of the author.
IV. Study of the Poem as a Whole
A. Content 1. Setting 2. Plot 3. Characters 4. Central idea 5. Method of narration B. Form 1. Structure 2. Meter 3. Style C. The Life and Character of the Author
Outline for the Study of the Lady of the Lake
I. Preparation
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.
II. A Rapid Reading
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.
III. A Careful Reading
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:
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