Page 39. 847. hypocrite. Why "sniffling" hypocrite? 854. "Tophet," a place near Jerusalem where idolatrous Jews worshiped and sacrificed their children. It became the symbol of the place of torment in the future life. 860-862. Does sympathy or love ever have such power over degraded natures? 862-865. Are all people who, in some way, see themselves as conscientious as Feathertop was? 868. Show that "medley" is (or is not) the proper word here. 869. protruding. 873. Why a "despairing grin"? 875. rueful. 878. coxcombs, charlatans. Page 40. 881. in fair repute. 890. sensibilities. 894. vocation. Read the whole story once more, and tell whether you understand it now better than you did at first, or not. Do you experience greater pleasure than at first? Has the time devoted to careful study of this story been well spent? COMPOSITIONS The value of written composition work after the thorough study of a literary selection, is that the student puts into orderly, connected, and unified discourse the thoughts he has acquired in a somewhat irregular way. Without some synthetic process to follow and complete the work of analysis, the thought of the student will remain in a sort of jumble in his mind. Written composition also affords a larger view and a more sustained effort than the oral work of the class recitation; it will help to fix the thought in the memory, and will cultivate the desire for definiteness and accuracy of statement which is the last step in the acquirement of knowledge. This work should supplement the regular work in composition. The teacher will, of course, give other subjects and suggestions, if those provided here should be unavailable or unsatisfactory. The children should be encouraged to write original stories in which they try to show the force of some idea concerning life, and such work should receive much greater credit than compositions which are nothing more than reproductions, or summaries, or class exercises. "The Transformation of Feathertop." Write this composition without referring to your text-book. The introduction should be very brief — simply stating what and how Feathertop was made as a INTROD. LESS. IN ENG. LIT. -4 Scarecrow. Then give the reason why the change was decided upon; then the process of transformation in detail. Without attempting to use the exact words of the author, try to imitate the style and spirit of the original as closely as possible. "Moral Reflections suggested by Feathertop." You have stated what you consider the chief moral idea of the story; but in your study of the selection, several comments on human life were brought out as auxiliary to the main idea. Bring these together in a well-arranged essay, with a general introduction as to points of interest in the story, and with an appropriate conclusion. 66 Feathertop's Wooing." Begin by introducing Feathertop as a fine gentleman, but of flimsy character. Give an account of his visit to Justice Gookin's, and of the ensuing events. Invent a conclusion different from that given in the selection. "Feathertop's Fate." The student may be able to use Burns's lines: "O wad some Pow'r the giftie gie us To see oursels as others see us!" "Feathertops I have known." "A Pumpkin Head and What became of It." "A Broken Idol." "The Brotherhood of the Empty Skull." "What Hawthorne knew about Witchcraft." Study the early life of Hawthorne. These subjects are given merely as examples of what may be done in the way of composition. The student should be encouraged to work along original lines. The teacher can suggest other topics for composition work. SELLA HEAR now a legend of the days of old As fresh from granite rocks. A maiden oft Ripe were the maiden's years; her stature showed Had wooed her, but she only laughed at love, Of woodland streamlet to its mountain springs, And, deep beyond, the trailing clouds that slid The dip of oars with which the maiden rowed A crowd of long, light ripples toward the shore. |