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And with the brands fire the traitors' houses.
Take up the body.

2 Cit. Go, fetch fire.
3 Cit. Pluck down benches.
4 Cit. Pluck down forms, windows, anything.

[Exeunt Citizens, with the body. Ant. Now let it work :- Mischief, thou art afoot, Take thou what course thou wilt!

SHAKESPEARE.

-ooooo

XCVII. — THE NINETEENTH PSALM.

The heavens declare the glory of God;
And the firmament sheweth his handywork.
Day unto day uttereth speech,
And night unto night sheweth knowledge.
There is no speech nor language ;
Their voice cannot be heard.
Their line is gone out through all the earth,
And their words to the end of the world.
In them hath he set a tabernacle for the sun,
Which is as a bridegroom coming out of his chamber,
And rejoiceth as a strong man to run his course.
His going forth is from the end of the heaven,
And his circuit unto the ends of it:
And there is nothing hid from the heat thereof.
The law of the LORD is perfect, restoring the soul;

The testimony of the LORD is sure, making wise the simple.

The precepts of the LORD are right, rejoicing the heart:

The commandment of the LORD is pure, enlightening

the eyes.

The fear of the LORD is clean, enduring for ever:

The judgments of the LORD are true, and righteous altogether.

More to be desired are they than gold, yea, than much fine gold:

Sweeter also than honey and the honeycomb.
Moreover by them is thy servant warned:
In keeping of them there is great reward.
Who can discern his errors ?
Clear thou me from hidden faults.
Keep back thy servant also from presumptuous sins ;

Let them not have dominion over me: then shall I be perfect,

And I shall be clear from great transgression.

Let the words of my mouth and the meditation of my heart be acceptable in thy sight, O LORD, my rock, and my redeemer.

BIBLE — REVISED VERSION.

APPENDIX.

CERTAIN points may properly be questioned upon at each lesson. The minds of the pupils will thus be led into natural inquiry upon them, which will be of service in all later reading.

To economize space these are summarized here.

1. What is the name of the lesson? Does it indicate the subjectmatter or point?

2. Who wrote it? What can you tell of the author, or his writings? When and in what country did he live ?

(If not otherwise indicated in the notes, the nationality may be supposed to be American.)

3. What is the style of the extract ? If in prose, is it that of a sketch, story, essay, lecture, treatise, oration, etc.? If in poetry, is it epic, ballad, lyric, dramatic, elegiac? — in stanzas or blank verse ? What use is made of rhyme or rhythm ? How many measures to the line ?

(Definition of these points may be sought in the dictionary, if no school text-book contains them.)

4. What is the purpose or aim of the writing ? — to instruct, entertain, amuse, inspire with enthusiasm, persuade, etc. ?

5. Is there anything to note in the diction? choice and use of words, phrases, allusions ?

Select from ten to twenty words for definition, and also those most liable to be mispronounced.

If time is given for preparation of the lesson, a selection from these topics may be made for questioning at the beginning of the recitation. Where this is not the habit, a brief review may be taken at the succeeding recitation. The following notes concern the authorship of the selections chiefly, it being thought wise to throw pupils upon the use of the dictionary for points of definition and pronunciation.

Lesson 1. – By Alex. E. FRYE. Besides Brook Basins, from which this extract is made, this author has written The Child and Nature and other geographical works. Note the intensity of style, the graphic picturing of the storm. What tense of the verb is used throughout the description ? What instances of personification may be found ?

Lesson 2.— By Rev. CHARLES KINGSLEY, English (1819–1875): known to young people as the author of The Water Babies, The Greek Heroes, Madame How and Lady Why; to older ones, through Alton Locke, Westward Ho! etc.

Feigning a broken wing when pursued is a characteristic of the pewit. (See Par. 5.)

Lesson 3. - PLUTARCH: a Greek prose writer of the latter part of the first century A.D. His biographies, especially his Parallels, between famous Greeks and Romans, form a part of a classical education. In the English translation they are excellent reading.

A talent is variously estimated; its value is not far from thirteen hundred dollars.

State in your own words the points the story makes upon the management of the afterward famous horse Bucephalus.

Lesson 4. — NATHANIEL HAWTHORNE, Salem, Mass. (1804– 1864). See portrait. Author of Wonder Stories, Tanglewood, and Twice-told Tales (juveniles); and The House of the Seven Gables, The Scarlet Letter, prominent works of fiction.

The style of this extract is called soliloquy. It is designedly boastful.

In perpetuity, all and sundry, are legal phrases. Note the reference to the New England town-meeting and muster of troops.

Lesson 5. — John G. WHITTIER (1807– ), Haverhill, Mass. See portrait. Keen love of nature, fine feeling, and sympathy with the oppressed of every land have made Whittier the most widely read of American poets.

Snow Bound is one of the finest picture poems in the English language. Many of Whittier's lyrics and ballads should be familiarly known.

Lesson 6. - - D. H. MONTGOMERY is known as the author of a historical series and as editor of a number of classic authors.

A historical selection is to be read for a quick comprehension of facts and relations, and a ready recollection. Review the lessons from memory.

Lesson 7.- Commit to memory.
Lesson 8. — Commit to memory.

Lessons 9, 10. — The interest of Maxcy's Eulogy centres in Patrick Henry, the author of the following lesson. Henry was a lawyer and statesman (1736–1799), for several terms governor of Virginia. Name any of his compatriots.

Lesson 11.- EDWARD EVERETT: statesman, orator, and scholar. Boston (1794–1865).

Bunker Hill Monument, 221 feet high, was erected between 1825 and 1843. What does it commemorate? Instance different kinds of utility.

Lesson 12. — The seven preceding lessons are devoted to patriotism, and are here given to keep alive the sentiment, and also as examples for training in expression. See Introduction.

In the present lesson, simple incident requires a different voice and treatment. The name of Mrs. HELEN Hunt JACKSON (1830– 1885) is revered by older readers for her labor in behalf of the Indian. Ramona, a story, and A Century of Dishonor were written to express their wrongs. Bits of Talk and Bits of Travel and several juveniles are her best known works. She has also written in verse.

Lesson 13. — JAMES RUSSELL LOWELL (1819–1891), Cambridge, Mass. See portrait. Lowell is one of the most distinguished American authors and poets.

Read selections (any library will furnish material) from The Biglow Papers, The Vision of Sir Launfal, Summer and Winter, Auf Wiedersehen, etc.

This selection is an example of the use of contrast for rhetorical effect.

Lesson 14. — BENJAMIN FRANKLIN, Boston and Philadelphia (1706–1790): philosopher, statesman, patriot. His autobiography, from which this selection is made, should be read by every young person.

Lesson 15. — From NATHANIEL HAWTHORNE's Grandfather's Chair. (See note on Lesson 4, and portrait.) A composition on currency would be an appropriate outgrowth of this story.

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