Explain fully the meaning of originality.

What is more important in a man of genius than originality? Ill.u.s.trate.

In Shakespeare"s youth how were dramatic entertainments regarded?

What material did Shakespeare find at first to work upon?

What were the great sources of his material in the plays with which you are familiar?

Have other writers felt free to borrow as they pleased?

What is their justification?

Explain the meaning of: "It is easy to see that what is best written or done by genius in the world, was no man"s work" (p. 191).

What have scholars and Shakespeare societies found out about Shakespeare? How did his contemporaries regard him? Explain: "Shakespeare is the only biographer of Shakespeare" (p. 198), and "He is the one person, in all modern history, known to us" (p. 200).

What do we learn of him through his works?

Sum up the author"s idea of Shakespeare"s creative power, representation of life, power of expression, cheerfulness, imperfection.

_Gifts_

What is the theme of this essay? What motives prompt people to give gifts? Which ones are right? Which wrong? What things are suitable for gifts? What are _most_ appropriate? What danger is there in giving those things that are substantial benefits? Are beautiful things better for gifts than useful ones? Why? "He is a good man who can receive a gift well" (p. 214). Explain.

Discuss the good and the evil of our custom of Christmas giving.

Discuss Carlyle"s statement: "It is a mortifying truth, that two men, in any rank of society, could hardly be found virtuous enough to give money, and to take it as a necessary gift, without injury to the moral entireness of one or both." _Essay on Burns_ (pp. 121-122).

THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Emerson"s ancestry? his childhood? his education? his experience as a teacher? his work as a minister? his travels in Europe? his friendship with distinguished men? his connection with Transcendentalism? the chief difference between him and other Transcendentalists? his success as a lecturer? his connection with Harvard College? his home life? the central idea in all his teaching? his service to his generation?

OUTLINE FOR THE STUDY OF WEBSTER"S FIRST BUNKER HILL ORATION

Much may be expected from the study of this oration. It is one of the few books required for careful study. It will be taken up late in the high school course, when pupils are maturing rapidly. It is distinctly American, the work of probably our greatest orator. But it is not difficult; the meaning is not puzzling, the structure is simple. The teacher may reasonably require of his pupils great familiarity with the divisions of the speech, with the thought of each, and with the language.

I. Preparation

The preparation necessary for the first reading is very slight. If the imagination of the student can be aroused, so that the occasion on which the Oration was delivered can be made to seem real and full of interest, he will read to better advantage. Webster"s audience must be imagined, the number of people present, the different cla.s.ses: the veteran, the old resident who saw the battle, the children and grandchildren of those who fell, and the distinguished visitor from France. A picture of Webster with some hints of his great reputation will help to complete the scene.

II. Reading and Study

The first reading should, if possible, be a.s.signed for one lesson so that the cla.s.s may read the oration at a single sitting.

The second reading should be accompanied by memory work, the preparation of an outline, the writing of compositions (some intended for speaking), and the study of introduction, conclusion, and climaxes.

III. Study of the Oration as a Whole

CONTENT.--A description of the scene from the point of view of Webster.

The same from the point of view of one of the listeners.

How did the orator try to arouse the interest and emotion of his audience in his introductory paragraphs?

Webster"s ideal for the monument.

The emotions that Webster appeals to in his address to the veterans.

The character of Warren.

The example of Salem when the port of Boston was closed.

The spirit that bound the colonies together in their struggle.

Lafayette"s part in the Revolution.

"A chief distinction of the present day is a community of opinions and knowledge amongst men in different nations, existing in a degree heretofore unknown."

Compare our own day with Webster"s in this respect.

The causes of the French Revolution compared with those of the American Revolution.

Excesses of the French Revolution.

What reasons can you find for the almost entire lack of such excesses in our own?

The story of the Greek Revolution, 1820-29.

When and why had the Spanish colonies in South America revolted?

What conditions among these colonies gave Webster some doubt of their great success?

To what extent has history shown his doubt to be well founded?

The conclusion of the Oration, its idea and its appeal to the feelings.

FORM.--The purpose of the introductory paragraphs. Compare, if possible, with that of some other introduction.

Discuss Lodge"s statement that this Oration is "a succession of eloquent fragments."

Between which of the main divisions, if any, is there a clear connection in thought?

Between which, if any, is there a transition paragraph?