Ontario Teachers' Manuals: Literature Part 23

What were his probable feelings toward those things which eluded his grasp? (Be careful in answering this. Remember that the man has gained the mastery of himself.)

What is meant by "blows of circ.u.mstance"? What were some of these difficulties?

What does the action-word "b.r.e.a.s.t.s" suggest: (1) about the character of these difficulties, (2) about the character of the man? Explain "grapples with his evil star". What is the allusion? Tell, in the poet's own words, what this "evil star" was. Imagine this man grappling with it. What term do boys often use for a similar action? Which is going to win this wrestling match? Give reasons, from what the man has already done, for thinking that he will win. What does this action show about his belief in luck?

What do the action-words in this stanza suggest about the man's character? What sounds in each of the words help to emphasize this grim determination?

State briefly the relation of the thought of this stanza to that of the first.

Stanza III

What effect did the man's early struggles have on his mental power and character? What does Tennyson call this increased energy and strength of character? He calls it "force".

Now, explain "makes by force his merit known".

What position in the gift of the nation do the next three lines show that he gained at last?

What words indicate the emblem of the Premier's power?

"Clutch the golden keys." What does this action suggest as to his character? What word is generally used to denote such determination to gain power and influence? What makes such ambition lawful? What use does Tennyson show this man made of his ambition? What is meant by "mould a mighty state's decrees"? As Premier, to whom would it be his duty to give advice?

The people know that the sovereign must act on the advice of his ministers, of whom the Premier is the most influential; but they believe that the judgment of the sovereign often modifies and improves this advice. To the nation, this influence of the sovereign is a silent force, but, like the silent forces in nature, they believe it to be powerful.

In what words does Tennyson express this mutual influence of the King and the Premier? What features of this influence are expressed respectively by the words "shape" and "whisper"? What action-words in this stanza suggest the relation (1) of effort, (2) of time, to the magnitude of the work?

State in a single sentence the thought of this stanza.

Stanza IV

What is the final test of the value of a law?

Its effects on the people. In what words does Tennyson show the effect on the people of the laws made through this man's influence?

Explain how this man became "The pillar of a people's hope". What words show the far-reaching extent of his influence? Which shows the more force in the man, his influence with the King or his later influence in the whole nation? In what words does Tennyson show which he thinks the greater? To which do "high"

and "higher" respectively refer? What does "Fortune's crowning slope" suggest about (1) the honour which the man has now gained, (2) the nature of the road he has travelled?

Stanza V

Picture the man as he looks back after having reached the height of his ambition. Describe his mood. At what times does he indulge in these dreamy memories? What does he seem to see in these quiet hours? What hill and stream does the poet mean? What feeling does each awaken?

Why is the "sweetness" called "secret"? Why is the "dearness" called "distant"?

Stanza VI

What part of his life is meant by "his narrower fate"? With what is he comparing that early life, when he calls it "his narrower fate"?

Using similar language, what might his present position of great influence be called?

Some think that the first line of this stanza refers to the limitations or restrictions of his early life, while others say the poet was thinking simply of the stream, as the limit or boundary of the things that influenced his childhood. Which view is to be preferred? Which meaning agrees with the use of the word "its"

in the next line? Would this man now look back on those difficulties of his early life as limitations and hindrances, or as things which helped to make him what he is?

Now explain "The limit of his narrower fate".

Compare the direction in which he looks in his day dreams now, with the direction in which he looked in those of his boyhood. What is meant by "vocal springs"?

In what way were the games of his youth prophetic of his future work as a man? What do people mean by saying, "The boy is father of the man"?

Stanza VII

Describe the present occupation of the friend of his boyhood. What information about his friend does the word "native" give us? What phrases show how he does his work?

Compare the farmer's query in the last line with that in the first line of the poem.

SYNOPSIS OF DETAILS

Under the following heads, point out the resemblance of Hallam to the statesman and of Tennyson to the farmer:

1. Early friends.h.i.+p 2. Their separation 3. Progress since parting 4. Memories of each other.

It is hoped that no teacher will use these questions as a subst.i.tute for his own questioning. If they are accepted as suggestive in regard to both interpretation and method, they may be of real service, otherwise they will be almost valueless.

WATERLOO

(Fourth Reader, page 311)

AIM

To lead the pupils to appreciate the music and imagery of the poem.

PREPARATION

Where is Waterloo situated? In Belgium. What two armies were engaged in this battle? The French and the English; with the latter were some Prussian allies. Who were the French and the English commanders? Napoleon and Wellington. What was the result of the battle?

The overthrow of Napoleon and his banishment to St. Helena. What would have been the consequence if Wellington had been defeated?

Napoleon would possibly have had complete mastery of Europe. Picture this struggle of great commanders and disciplined armies, while Europe waited breathlessly for the outcome.

(The pupils should read some good history of this battle.)

PRESENTATION

Read the poem to the pupils in such a way as to make vivid the scenes depicted.

DEVELOPMENT

What has the poet described in this poem? Some of the events preceding the battle.

What are the main pictures found in each stanza? (Write on the black-board.)

1. The ball