Therefore, Jew, Though justice be thy plea, consider this, That, in the course of justice, none of us Should see salvation: We do pray for mercy; And that same prayer doth teach us all to render The deeds of mercy.
"We do pray for mercy", refers to the general prayer of humanity for mercy. To have limited its reference to the pet.i.tion for mercy in the Lord"s Prayer would have weakened its force to the Jew.
MORNING ON THE LIeVRE
(Fourth Reader, page 228)
a.s.sIGNMENT
1. The teacher should explain to the pupils that the Lievre River (p.r.o.nounced Lee-eh-vr) runs through a deep gorge in the height of land on the Quebec side of the Ottawa River, into which it flows not far from the Capital. In some places, the banks of the Lievre rise abruptly to a great height; at others more gradually, the slope being covered with a thick forest growth. As the river nears the Ottawa, the banks become much lower. The scenery, whether viewed from the height above or from the river below, is very beautiful.
2. The teacher should ask a few questions which can be answered easily from the pupil"s own reading of the poem, for example:
From what position does the author first view the scene? What things in the scene appeal to each of the pupils as the most beautiful? Describe the incident mentioned in the last stanza. State in a single sentence the subject-matter of the whole poem.
TREATMENT
The pupils" answers to the questions given when the lesson was a.s.signed should be dealt with first.
Stanza I
What first attracts the author"s attention as he looks upward? What makes us feel how high up the banks the mist extends? What part of the mist appears most beautiful? Why? To what is it compared? How does this comparison affect our impression of (1) the colour of the mist; (2) the height of the mist? Does the comparison make the meaning clearer? Is the comparison apt? Is it beautiful?
NOTE.--When a blacksmith cools the red-hot iron in a tub of water, vapour rises to the roof of his shop. The blaze from his forge shining on this mist produces the colours mentioned. The amethyst is a precious stone, clear and translucent, with a colour inclining to purple. The presence of coal dust or smoke in the vapour would help to produce the colour of amethyst. The same effect would result, if some smoke or dust were mingled with the mist where the sun"s rays reach it at the top of the gorge.
"Screams his matins to the day." What is meant?
What idea does the author wish to convey by this mention of the bird? Out of hearing "of the clang of his hammer" gives a strong impression of the great height of the gorge. Of what "giant" are we made to think? What is meant by "skirts of mist"?
The teacher"s reading of this stanza, a part at a time, if it is taken up in that way, or all at once, should aid much in impressing upon the minds of the pupils the wonderful beauty of the scene described, and this is the main purpose of the lesson.
Stanza II
The author is paddling down the river. Describe the movement. What shows that the mist has risen from the surface of the water? What indicates the calmness of the river? What things connected with himself does the author show to be in harmony with the scene? How does he indicate the harmony in each of the following: The motion of his canoe, the surface of the water, his own activity, the force of gravity, the character of the morning, and the forest life? We should expect him to dip his paddle very quietly, if he felt the calmness of the morning, but to show that the "silence"
pervades all nature, the very drops of water from the paddle blades seem to fall gently, in sympathy with the spirit of silence reigning all around. What are the "river reaches"? The reach is the stretch of the river between two bends. How are they "borne in a mirror"? The high cliff-like banks are mirrored in the surface of the water. Explain the colour "purple gray". It is the colour of the image of the banks in the water. What is meant by "sheer away"? It means that the "river reaches" curve away like a winding road. Try to see the picture of the winding river, apparently growing smaller as it pa.s.ses curve after curve.
As it seems to recede into the distance, the surface of the river forms a "misty line of light", just before it melts into the shadows of the forest. Where do the forest and the stream seem to meet? What does the word "plight" suggest about their meeting? What suggests a meeting-place out of sight? Why is the meeting represented as taking place in the shadow? Now what is described in the second stanza?
"As a cloud", "like a dream". Do these make the meaning clearer? Explain. Are these comparisons apt? Show the fitness of "silvery", "crystal deep", "asleep".
Stanza III
As the author goes farther and farther down the stream, the river runs more slowly. How is this shown? What shows that the little creek runs very slowly into the river? How does the author say the creek is winding? Why would not the same word "curling" do to show that the river was winding through the gorge? What are we told about the mouth of the creek? See those sunken wrecks down in the water. What are they like?
What shows you that they are very large tree trunks? What starts the ducks? See them as they rise out of the water. Make a drawing to show their position. The drawing should show them flying in the shape of a horizontal letter V, as wild ducks fly. What words show you that they keep this position unbroken? Hear them as they fly off at their utmost speed. Why such haste? What makes the "swivelling whistle"?
This is the noise they make as they fly.
Imagine a whistle to be set whirling around as it whistles. The change in the sound due to the whirling motion of the whistle might be called a swivelling whistle. See them go, led through the shadow. Hear them, as they disappear behind a rocky point ahead. What is meant by their "whirr"? What has made us forget all about the beauty of the silent morning? What effect did this silence probably have on the poet"s judgment of the noise made by the ducks? Now what is described in the third stanza?
Consider the fitness of the words "lazy", "sucks", "bleeds", "sneak", "swept", "splashy".
SYNTHESIS OF THE WHOLE BY CORRELATING THE LESSON WITH ART
1. Make a sketch of the scene in the first stanza, showing the rocky, high, forest-covered banks, with mist rising along the slopes, and the man in a canoe on a small stream below.
2. Make a sketch of the scene described in the second stanza, showing the winding river, with its high banks appearing to meet in the distance, the man in his canoe in the foreground, and over all the dim light of early morning.
3. Make a sketch of the ducks rising from the water. Show the reeds at the mouth of the creek and the rocky spur toward which the birds are heading.
THE LIFE OF THE AUTHOR
As it is not necessary to know anything about the author to fully understand this poem, nothing should be said about his life until the pupils become interested in him through their interest in what he has written. Then teach the main points in his life. See sketch of his life, at the back of the Manual on _The Ontario Readers_.
d.i.c.kENS IN THE CAMP
(Fourth Reader, page 287)
INTRODUCTION
By way of introduction, it might be well to tell the pupils something of Bret Harte--his residence in California, his experience as a prospector in the goldfields, his stories of the mining camps, and his admiration of d.i.c.kens. (See Manual on _The Ontario Readers_, p. 315.) These facts throw considerable light upon the poem, and will be useful in aiding the pupils to interpret it properly. This poem was written shortly after the death of d.i.c.kens. It might well follow the study of _David Copperfield"s First Journey Alone_ and _The Indignation of Nicholas Nickleby_.
PREPARATION
When the poem has been read, the teacher should, before beginning the a.n.a.lysis, ask a few general questions, such as:
What has d.i.c.kens to do with the story related in the poem? He was the author of the book read in the camp, _Old Curiosity Shop_, of which "Nell" is the heroine. (A brief outline of the story, with special reference to the feelings it arouses in the reader, might be given here.)
What kind of camp is referred to in the poem? A mining camp. The last line of the second stanza suggests this.
Where is the scene laid? Apparently in California, among the Sierra Nevada Mountains.
This is indicated in the first stanza.
What is the leading idea of the poem? The effect which the reading of a story by d.i.c.kens produced in a Western mining camp.
What are the main sub-topics?
1. The scene of the incident. Stanzas I-III.
2. The reading of the story. Stanzas IV-VII.
3. A lament for the death of d.i.c.kens. Stanzas VIII-X.
MINUTE a.n.a.lYSIS
Stanza I
How does the description of the scene, as given in stanza I, differ from that given in stanza II? Stanza I gives the background and the remote surroundings, while stanza II places us in the midst of the camp.
What features give the story a romantic setting? The stately "pines", the singing "river", the "slowly drifting moon", the snow-capped mountains.