Ontario Teachers' Manuals: Literature
Chapter 15
FORM III
HIDE AND SEEK
(Third Reader, page 50)
AIM
To lead the pupils to appreciate the exquisite music of the language and the pathos of the story.
PRESENTATION
What does the poem describe? It describes a father's love for his son.
There are two distinct parts. What does each part describe? The first two stanzas describe a game of "Hide and Seek" between the father and the boy, and the last two, the father's intense longing for the boy whom he has lost.
What kind of day is described in the first stanza? A bright and calm June day.
What things suggest this? Sleeping trees, still winds, wandering clouds, "noonday silence".
What does the writer represent the trees and the winds to be? Persons--the trees having the ability to sleep, and the winds to move or keep still. This is called personification.
What are "fleecy clouds"? Clouds that are white and downy.
The poet speaks of them as "flocks". What is the comparison intended? The comparison of the clouds to flocks of white sheep that, instead of wandering across a meadow, are wandering across the sky.
What does the word "wandered" suggest? That the clouds are moving along slowly and leisurely without any purpose in view. They are doing this because the "winds are still".
What is meant by saying that they "Have wandered past the hill"? They have gone below the horizon at the hilltop and cannot be seen. The sky is thus clear of clouds.
What causes "the noonday silence"? The heat of the mid-day has silenced even the songs of the birds. Compare Keats:
When all the birds are faint with the hot sun And hide in cooling trees.
How is the silence broken? By the voice of the little boy hunting for his father.
What do the words of the tune he is singing constitute? The rules of the game. The one hiding must respond "Coo-ee" each time the one searching calls.
Where is his father? In a "leafy nook" in the woods.
What does the question "Shall I let him pass?" seem to indicate? That his father hesitates for a moment to reveal himself.
What does he do, however? He gives the boy the signal--a "low, soft whistle". He cannot "let him pass".
What is shown in the last long line of the stanza? That the man enters into the spirit of the game with the same zest as the boy.
What feeling exists between the two? A feeling of perfect good-fellowship and affection.
Explain, "you're it". Your turn to hunt, mine to hide.
What further rules of the game are given here? (Every boy and girl will know these.)
What change in feeling is there between the first two stanzas and the last two? A sudden transition from gaiety and light-heartedness to sorrow.
What has happened? The boy is dead.
Why is "Long ago" repeated? It emphasizes the idea and adds to the pathos of the line. The time has seemed long because of the intensity of the father's grief. Happiness makes time pass quickly, not so grief.
How does the poet suggest the idea that the game is still being continued though it is now an inexpressibly sad one? He speaks of the boy as having left his father as if to hide, of his father as seeking him "high and low", of his being safely "hidden" "in some pleasant place", of the father as being unable to hear his "Coo-ee".
What is really meant by seeking him "high and low"? The thought of his boy is ever with him. He unconsciously looks for his face wherever he goes.
What is the "pleasant place"? Paradise.
How could you describe the short lines, "Far away", etc., down to the end of the stanza? As the call of a broken heart to the boy.
Where is the idea contained in "Far away" expressed before? In "Hidden safe and happy in some pleasant place".
And where is the thought, "Many a day", repeated? "Long ago he left me, long and long ago."
How is the father continually reminded of his boy? By the "Birds" and "Flowers"--everything that he loved is charged with memories of him.
What light is thrown upon the little fellow's interests? He loved the out-of-doors, the things of nature.
What ray of sunshine breaks through the clouds of the father's grief? The conviction that his boy "is waiting" for him till he comes.
What is the meaning of the line, "Love may hide itself", etc.? The little boy's love may for the moment be hidden, but it is everlasting. The father's love is likewise everlasting. This is sufficient ground for believing that they will some day be united.
The reading of this poem by the pupils will show whether they feel its joy, its sadness, and its hope.
AN APPLE ORCHARD IN THE SPRING
(Third Reader, page 60)
AIM
To lead the pupils to appreciate the beauty of an apple orchard in the spring and the music of the language used in describing it.
PREPARATION
This lesson should be taken when the apple orchards are in bloom. The teacher should prepare the pupils for it, by asking them to observe the blossoms, their colours and odours, the songs of the birds, and the sounds of the streams.
PRESENTATION
Read the poem describing these. What is the main theme of the lesson? The poet tells us how much we have missed if we have not "seen an apple orchard in the spring".
What is his theme in the first three stanzas? The beauty of an apple orchard.
What, in the last stanza? His memory of it.
In what order does he describe the blossoms? In the first stanza, the buds are turning white; in the second, they are unfolding; and in the third, the petals are dropping.
Where does the author suppose the reader to be standing, in the first stanza? Outside the orchard, where it is possible to see "the spreading trees" and all the orchard at once.
Where, in the next two stanzas, is he supposed to be? He is plucking the blossoms and walking under the trees.
What senses are appealed to in the first stanza? Sight--"seen an apple orchard". Hearing--"mavis sings its story".
What senses are appealed to in the second stanza? Touch--"plucked the apple blossoms", "touch them a delight". Smell--"caught their subtle odours". Sight--"Pink buds pouting at the light", "Crumpled petals baby white".
What senses are appealed to in the third? Sight--"pink cascades". Hearing--"silver brooklets brawling", "cuckoo bird soft calling".
Show the appropriateness of "hoary", "wealth of promised glory", "pouting", "pink cascades", "silver brooklets brawling", "wonder of the spring", "precious", "tender".
What Canadian birds could be substituted for the mavis and the cuckoo? The robins, warblers, and goldfinches.
Lead the pupils to examine the arrangement of the rhythm and the refrain, so that they will appreciate the music of the verse. Let each pupil show his appreciation by reading the stanza he likes best.
LITTLE DAFFYDOWNDILLY
(Third Reader, page 223)
The teacher should require the pupils to read the lesson through and then to reproduce its main incidents without any regard to their allegorical significance. Such headings as the following might be suggested by the pupils, and these would serve to guide in this reproduction:
1. Daffydowndilly's dislike of the schoolmaster
2. His decision to run away from school
3. His meeting with the stranger who accompanies him on his journey
4. The haymakers
5. The carpenters
6. The soldiers
7. The merry-makers
8. His discovery of his companion's identity
9. The lesson that he learned.
Having thus obtained the literal meaning of the story--a matter of little difficulty--it remains to get its deeper significance. It is hardly probable that many pupils will be disposed to regard the story as literally true, yet few will be likely, upon a first reading, to see the principle that underlies it. In order to arrive at this, the teacher may proceed as follows:
Are there any parts of the story that strike you as improbable? (1) The reference to Mr. Toil's long residence upon the earth. (2) The frequent meetings with Mr. Toil's brothers. (3) Daffydowndilly's slowness in discovering another brother in the person of his companion. (4) Their travelling all day in a circle.
If the story is literally untrue or improbable, what object might Hawthorne have had in view in writing it? Perhaps he wished to teach some lesson; perhaps there is a meaning hidden beneath the story.
Let us discover what that hidden meaning is? What does the name "Toil" suggest to you? Work.
What, then, may Mr. Toil represent? Work.
And what may his brothers represent? Different kinds of work.
With this idea in mind, we shall now try to understand what each adventure really means. How are we prepared for Daffydowndilly's troubles with the schoolmaster and for his later unpleasant experience? The author tells us that he "took no delight in labour of any kind".
What flower did he resemble? The daffodil. The boy's name is another form of the name of the flower.
In what respect is he said to resemble a flower? He "loved to do only what was beautiful and agreeable, and took no delight in labour of any kind".
Why is Mr. Toil first represented as a schoolmaster? Because it is at school that a boy is first introduced to real work. (This might be given a still more extended meaning. The school represents the preparation for our future vocation, whether it be in the school-room, or in an apprenticeship, or elsewhere. This involves hard work, and hence is, to some extent, at least, unpleasant.)
What is meant by saying that Mr. Toil "had done more good ... than anybody else in the world"? Work does everybody good: (1) It keeps us out of mischief. Criminals often become so because of the lack of profitable employment. (2) It improves character. The people of the best and strongest character are those who have had to work hard. (3) It makes the world happier. The most miserable people are those who have nothing to do.
"A very worthy character." Is "character" used in its usual sense here? It usually means what a person really _is_.
(Distinguish "character" and "reputation".)
Explain what is meant by saying that "he had dwelt upon earth ever since Adam was driven from the garden of Eden". Ever since that time man has had to work. God said to Adam (Genesis iii, 19), "In the sweat of thy face shalt thou eat bread".
Why is Mr. Toil represented as being such a disagreeable person? Because, to some people, work has many unpleasant features.
Any activity that has no compulsory elements in it is no longer work, but play. What is the real meaning of the paragraph describing the schoolmaster's method of discipline? The work of the school-room, being compulsory, and therefore disagreeable to idle boys, becomes exceedingly painful when long continued.
Contrast Daffydowndilly's previous life with his experience at school. Brought up under the indulgence of his mother, his life had been very pleasant. Now, introduced to real work, he finds life very unpleasant.
What gives us a suggestion as to the identity of the stranger whom Daffydowndilly met on the road? We are told that he was "trudging" "along the road", and that his voice "seemed hard and severe".
Why is "trudging" a better word than "walking"? It suggests effort, and hence work.
How does the form of the question, "Whence do you come so early, and whither are you going?" harmonize with the description of the stranger?
We are told that he had a "grave and sedate appearance", and the somewhat stilted form of the question is quite in harmony with this description.
Why had his voice "a sort of kindness in it"? Because moderate work, such as this walking early in the day, is not altogether unpleasant.
Explain "ingenuous disposition". How does Daffydowndilly show this?
What made his discovery of Mr. Toil among the labourers in the hayfield so unexpected? The circumstances and surroundings--"the sunshine", "the blue sky", the singing birds, the fragrant hay--were so pleasant that it was hard to see how anything so unpleasant as work could intrude there.
Why is Mr. Toil recognized in the owner of the field rather than among the labourers? In directing the activities of the men, as well as working himself, he is performing the most arduous labour of all.
Why does the stranger say the farmer is a "more disagreeable man" than his brother, the schoolmaster? Because the activities of farm life are more laborious than those of the school-room.
What expression that takes the form of a proverb is used in describing this incident? "To make hay while the sun shone."
Distinguish its meaning, as the author uses it, from its meaning as a proverb. The author uses it in its literal meaning. The farmer must make the most of fine weather and sunshine in curing ("making") his hay, for, if rain comes after it is cut, it will be more or less injured. Used as a proverb, the expression means that one should seize the opportunities presented and make the most of them.
What does Hawthorne mean by placing a Mr. Toil at the head of the company of soldiers? Military movements, though very attractive to the eye, really involve work. Soldiers find their activities very toilsome, especially after the novelty has worn off.
Why is Mr. Toil placed even among the dancers? The pursuit of pleasure soon becomes wearisome, and hence toilsome.
Why is the fiddler represented as a Frenchman? France, as a whole, is reputed to be the gayest and sprightliest of nations.
What is meant by saying that "those who have known him best think him still more disagreeable than his brothers"? Those who devote themselves entirely to the pursuit of pleasure find it more toilsome and disagreeable than ordinary work. People frequently say, after a day given up to pleasure, that they are more tired than if they had worked hard all day.
In which of the incidents of the story does it seem least likely that Mr. Toil would be met with? In the incident of the merry-makers.
In which, most likely? The incident of the haymakers.
How has Hawthorne apparently arranged Daffydowndilly's experiences? He has so arranged them that in each successive incident we are more surprised at meeting with Mr. Toil. Each one seems to promise less probability of his presence than the preceding.
Why had Daffydowndilly not recognized his companion before? His voice had been kind and his manner agreeable in the early stages of the journey.
Interpret this as has been done in the case of the other incidents. The early part of Daffydowndilly's journey had been pleasant, owing to the freedom from school and the interesting experiences by the way. But, as the day drew on, he gradually grew tired, and then it was that he recognized that walking is work.
What lesson did he learn? That he could not get away from work. It is to be found everywhere, in the most unexpected places, and one cannot escape from it by changing his occupation.
What is meant by Daffydowndilly's finding Mr. Toil's ways more agreeable upon better acquaintance? When he grew accustomed to his work, he found that it was not so very unpleasant after all; "that diligence is not a whit more toilsome than sport or idleness".
What is Mr. Toil's "smile of approbation"? The consciousness of work well done.
Tell the pupils that this story is an Allegory. They have probably read other stories of a similar nature, and may be asked to frame a simple definition. An Allegory is a story, not literally true, containing incidents that have a deeper meaning than is apparent on the surface. Its purpose is to teach some moral truth or universal principle. It differs from the Parable in being longer and more complex.
When the pupils reproduce the story, it will be well to adhere to the allegorical form, and not attempt to give its significance.
MOONLIGHT SONATA
(Third Reader, page 285)
AIM
To lead the pupils to appreciate the importance of details in the construction of a story.
PREPARATION
The teacher will have told the pupils a few facts about Beethoven and, if possible, will have shown them his picture. He will also have asked them to read the lesson at home and become familiar with the story.
PRESENTATION
What is the main point in the story? The circumstances under which the musician wrote the "Moonlight Sonata".
What is a sonata? It is a musical composition which consists of movements fast or slow, sad or playful, according to the varying mood of the composer.
Where was the scene? In Bonn in Prussia.
When? On a moonlight winter's evening.
Who were the two persons? Beethoven and the writer.
Notice that these three important facts are all told briefly at the beginning.
Why had the writer called on the musician? He wished to take him for a walk and afterwards take him home with him to supper.
Had he any reason except the desire for Beethoven's company? Yes, Beethoven's health was not good, his hearing was becoming impaired, and the writer evidently thought he needed rest and recreation. These circumstances led to an important result.
What happened next? In passing through a narrow street, Beethoven heard some one playing his "Sonata in F".
What were his feelings? Surprise to hear it in such a place and delight at the excellence of the playing.
How did he show his feelings? By exclamations, questions, and short sentences.
What is told in the next three paragraphs? They describe a conversation.
Who are speaking? A brother and sister.
What are they saying? The sister is lamenting that she cannot "go to the concert at Cologne" and her brother reminds her of their poverty. Then she wishes that "for once in her life" she "could hear some really good music".
What happens next? Beethoven decides to enter the house.
How does the writer impress this fact on the reader? By giving the argument between himself and Beethoven.
What were the latter's reasons? The player had "feeling, genius, understanding", and these qualities are so rarely found that Beethoven could not neglect them.
Explain these terms. The player showed refined feeling in her interpretation of the music, genius in her skill on the piano, and thorough understanding of the composer's purposes in the composition.
Was it only for his own pleasure that the composer entered? No, he wished to give pleasure to one who could so well appreciate his work.
Describe the scene. A young shoemaker is seated at his work. He is pale from the effects of confinement and toil. A young girl with an abundance of light hair is leaning on an "old-fashioned piano".
What does this piano show? That their parents had very probably been lovers of music, and the piano may have been an heirloom.
What comes next? The musician explains the reasons for his intrusion.
How did the brother look upon it? The young man seemed annoyed at first.
How was this annoyance overcome? The manner of Beethoven was so comical and pleasant that the young man's annoyance passed away.
How had Beethoven addressed the brother and sister? His manner was very confused. He wished to conceal his name, and yet wished to give pleasure to the young girl.
How does he show his confusion? The sentences "I, I also ... play for you", are such halting ones. He does not make his sentences complete.
What was the next part of the conversation? The young man tells Beethoven that the "piano is so wretched" and they "have no music".
What is the purpose of this statement in the story? It shows Beethoven that the young girl is blind and plays these difficult compositions by ear.
How had she learned to play this Sonata? She had heard a lady "practising" it, and "walked to and fro" in front of the house in order "to listen to it".
What does this show? What a love of music and wonderful natural ability the young girl possessed.
What is the next action in the story? Beethoven plays.
Why did he play better than he had often done before large audiences? He realized how greatly his work was appreciated; and he was deeply touched by the thought of the young girl's blindness, her poverty, her skill, and her passion for good music.
What trifling occurrence now affects the story? The last candle in the house burned out, so the writer opened the shutters and admitted "a flood of brilliant moonlight".
What effect had this upon the composer? It changed the current of his thoughts and feelings.
How did he appear? "His head dropped upon his breast", and "his hands rested upon his knees".
What is the next action? The young shoemaker asks Beethoven who he is.
What did the composer answer? "He played the opening bars of the Sonata in F." This revealed his name. The writer says that the young people "covered his hands with tears and kisses".
What were their feelings? Their actions were expressions of their affection and admiration.
What takes place next? The brother and sister beseech him to play "once more".
What description is given here? Beethoven's appearance in the moonlight.
Describe him. He was very "massive" in size, his head was large and his features strong, and the light from the moon encircled his head. (Produce a picture, if possible, of Beethoven.)
Did he agree to play again? Yes, he said he would "improvise a Sonata to the Moonlight".
What does "improvise" mean? He would compose the music as he played.
Had this any relation to what goes before? Yes, the writer has told us how thoughtful he had been when the moonlight first streamed into the room. Now he is going to express his thoughts and feelings through the tones of the piano.
We said at the beginning that a Sonata was a musical composition consisting of various movements. What are the movements? In this case there is first, "a sad and infinitely lovely movement", then, "a wild, elfin passage in triple time", and lastly, "a breathless, hurrying, trembling" close.
Let us examine this description of the "Moonlight Sonata" more closely. What did the moonlight suggest to Beethoven? "Spirits" dancing in the moonlight.
What does the first movement suggest? The "moonlight" flowing "over the dark earth".
What does the second movement suggest? The wild dance of the "spirits on the lawn".
What does the last suggest? "Flight", "uncertainty", "impulsive terror".
What was the effect upon the listeners? They were left in a state of "wonder" and "emotion".
What musical terms are used to describe this music? _Interlude_, _triple time_, _agitato finale_.
Explain them. _Interlude_ is a piece of music played between the main parts. _Triple time_ is time, or rhythm, of three beats, or of three times three beats in a bar.
Give an example of triple time. It denotes sprightliness, as in the waltz. The _agitato finale_ means the close of the passage with a hurrying movement.
What takes place next? Beethoven rose quickly, promised to come again, and hurried away.
Why did he hurry? He wished to write out the "Sonata" while it was still fresh in his mind.
What does the last short paragraph state? It tells that this was the origin of the "Moonlight Sonata".
Where is the theme of the whole lesson found? In the last sentence.
What has the writer told us? He has given us all the circumstances which combined to inspire Beethoven to compose this great work.
RECAPITULATION
Now let us review the story and collect these details. What are they? The time, place, the persons going for a walk, the narrow street, the wonderful playing, the conversation, the appearance of the young people, the blindness of the girl, her eagerness to hear "good music", the moonlight admitted, the recognition of Beethoven.
Yes, all these things had a combined effect upon the musician. If he had gone straight to supper, there would probably not have been a "Moonlight Sonata". This lesson illustrates how time, place, persons, and action are arranged to produce a well-told story.
LEAD, KINDLY LIGHT
(Third Reader, page 315)
AIM
To aid in the culture of a sensitive response to the spirit and language of the prayer.
PREPARATION
The teacher should talk with the pupils about a journey through the darkness, over dangerous bogs, swollen streams, and beside precipices.
PRESENTATION
Read the poem. In what form is this lesson? A prayer.
What is the prayer? The traveller asks for the guidance of the Holy Spirit. See notes on this lesson in the Manual on _The Ontario Readers_, pp. 166-7.
Describe his journey. "The night is dark", he is "far from home", he trusts to the light shining through the darkness to keep his feet from stumbling; he does not trouble himself about what lies far before him, he attends only to his footsteps one by one. He feels he can pass safely over the "moor", the "fen", the "crag", and the "torrent", by trusting to the guidance of the light. With the dawning of the day will come the reunion with his loved ones from whom he has been separated.
Explain the symbolism employed here. The poet speaks of himself as going through life like a traveller on a long journey, wherein he is constantly met by trials and temptations and cannot always know what is the right course to take. He acknowledges that he needs some stronger power than his own to direct his life and asks for the guidance of the Holy Spirit, content to trust himself to His leading in any dangers and difficulties that may arise in this life, and secure in the knowledge that "with the morn" he shall see once more those whom he has "loved" and "lost awhile".
What is the main thought of the first stanza? The traveller prays for guidance.
Of the second stanza? He states that he has not always been willing to ask for guidance, but had relied on his own reason.
Of the third stanza? He expresses his belief in the power and willingness of God to guide him aright.
What is the relation of the second stanza to the first one? It contrasts the poet's earlier attitude of mind toward God with that of later years, thus emphasizing the change that has taken place in his life.
Is the poet stronger in the second case than in the first? No; in the first, his ideal is higher and his humility greater, as he relies absolutely on the guidance of the Holy Spirit. In the second, relying only on his own reasoning powers to guide him, he made many humiliating failures.
Image the "moor", the "fen", the "crag", the "torrent", and "with the morn".
RECAPITULATION
Summarize the main thoughts and lead the pupils to bring out clearly the comparison between the traveller and the poet.
Give a brief account of the author's life.
LEAD, KINDLY LIGHT
(Third Reader, page 315)
AIM
To aid in the culture of a sensitive response to the spirit and language of the prayer.
TREATMENT
The teacher should read the poem aloud, to awaken respect for the deep humility, complete open-mindedness, and growing faith of the poet.
What may this poem be called? A prayer for guidance.
Stanza I
What are the poet's feelings? He feels very much depressed in spirit, as a traveller would who was far from home and alone in the gathering darkness.
Whom does he address as "Kindly Light"? Why does he use the term "Light"? He may remember that our Saviour called Himself "the Light of the world", and it is as his "Light" or Guide that the traveller feels his need of Him. He may be thinking of the Pillar of Fire and the Pillar of Cloud.
What image is suggested by the words "Lead, kindly Light"? It suggests something that has life (moves on before), and sheds a beneficent light on the travellers' path.
What is meant by the "gloom"? It means the condition of his mind. He is seeking Truth and feels that he cannot rely on reason alone to guide him.
What do the last two lines show about him? They show that he is humble and is content to be guided through the darkness "one step" at a time.
Stanza II
What more do we learn about his life in the second stanza? In what language is his former "pride" contrasted with his present humility? What is the meaning of "garish"? What part of his life is called "the garish day"? Why is it so called?
NOTE.--"Garish" means dazzling, and by "garish day" is meant the earlier care-free years when life seemed all brightness and the author felt perfectly certain of his ability to take care of himself.
What at times disturbed his life, even in those "past years"? What made him hide these fears? What is meant by saying "Pride ruled my will"? What now is his prayer concerning these years? Why does he want them put out of remembrance?
What is the relation of the second stanza to the first one? It contrasts the author's earlier attitude of mind toward God with what it is in later years, thus emphasizing the great change that has taken place in his life.
Compare the dependence depicted in the first stanza with the strength described in the second. In which case is the man really the stronger? Account for the fact that when he was strong, but not in his own strength, he really felt his weakness more than when he was weak.
NOTE.--The higher his ideal, the smaller he sees himself; and the lower his ideal, the larger he sees himself. Observe also how the prayer to be led "on" reveals the man's progressive spirit. The unprogressive man would pray simply for safety and protection.
Stanza III
What lesson does the poet learn from the "past years"? What confidence does this lesson give him for the future? What phases of experiences of life are suggested by "moor", "fen", "crag", and "torrent"?
NOTE.--To answer this, there should be an effort to image a moor, a fen, a crag, or a torrent clearly. Then when the pupil sees the desolate, lonesome moor; the miry, almost impassable fen; the sharp, out-jutting crag which makes the ascent more forbidding and difficult; and the rushing, unbridged torrent which must be forded or breasted, even though it threatens destruction; it should be easy to relate these to the experiences in life which they typify, or represent.
How long does the poet believe this guidance will last? In what words does he say that it will last as long as it will be needed? What does he mean by "the night"? Beyond "the night", what vision does he see? Whose are "those angel faces"?
What is the relation of the third stanza to the second? It shows how the author's confidence in the Divine guidance to be granted him during future years is strengthened by the lessons learned in former years.
The teacher should again read the poem aloud. This will impress upon the pupils, not only the truth and beauty of the poem, but also furnish an ideal to stimulate them in their preparation for the reading lesson which is to follow.