Stanza 5—“Tidings of Evil" Words: beguiled, barb, sundered, bonds, excess, asunder. Questions: Who interrupted the pleasing scene described in the preceding stanza? What news did he bring? How did the news affect Priscilla? What two emotions did the news arouse in Alden's heart? Do you think he was quite unconscious of what he was doing? Have you ever heard the words quoted by Alden? On what occasion? Stanza 6-A Fine Comparison Words: rivulets, twain, pursuing, devious, trysting-place, swerving, barriers. Questions: To what does Longfellow compare the lives of Alden and Priscilla? What had caused the lives of Alden and Priscilla to swerve apart for a time? CANTO IX-"THE WEDDING DAY" Stanza 1-Sunrise Words: issued, resplendent, pomegranates, grate, laver. Questions: In preparation for the lesson read Exodus 28:31-38. To what is the rising sun compared? Who was the first high-priest? Describe his robe and the plate that he wore on his forehead. How can the sun be said to bless the world? Do you recall the use of gleamed in preceding work? Stanza 2-Heading to be Written by the Pupil Words: graced, sanction, betrothal, laudable, devoutly, imploring, benedictions. Questions: Who is meant by the Magistrate? Who performed the marriage ceremony? What part of the service was taken by the Elder? How are both the Law and the Gospel represented in a marriage today? Why is Divine spelled with a capital? Suggestion: Read to the class the story of Ruth and Boaz as found in Baldwin's "Old Stories of the East," pp. 187-198. Some of the children may wish to read the story as told in the Book of Ruth in the Bible. Stanza 3-Friendship Restored Words: sombre, apparition, spectral, rack, mastered, fleeting, troth, cherished, atoning, gentry, commingled, lauding. Questions: Why did the appearance of Standish startle the bride and the bridegroom? How did Standish prove himself a true gentleman? How do you think the Captain saluted Priscilla? What shows that Standish was now ready to laugh at himself? What old English saying was quoted by Standish? How did it apply to the situation? Stanza 4-Heading to be Written by the Pupil Words: mourned, overpowered. Questions: Why were the people so glad to see Standish? What humorous remark did the Captain finally make? Stanza 5-Through the Eyes of Love Words: perfumed, autumnal, privation, barren, groves, transfigured. Questions: What perfumed the morning air? What are the principal autumnal tints? Was the scene before Alden and Priscilla one of grace and beauty? What did it seem like to them? Stanza 6-A Queer Palfrey Words: vision, peasant, reassured. Questions: What lines reveal the practical, industrious nature of the Pilgrims? What surprise had Alden in store for Priscilla? Explain the stanza title. What did Alden mean in lines 1003-1004? Stanza 7-The Picture in the Brook Words: bridal, azure, abysses, splendors, odorous, balm, primitive, pastoral, immortal, succession. Questions: Explain the azure abysses of the brook. What pleasant picture was seen in the brook? For the story of the grapes of Eshcol, read Numbers 13:23. Explain the youth of the world. Can you suggest a reason why Longfellow speaks of Rebecca and Isaac? Suggestion: Read to the class the story of Rebecca and Isaac as found in Baldwin's "Old Stories of the East," pp. 39-50. The children may read the story for themselves in Genesis 24. DRAMATIZATION Before leaving "The Courtship of Miles Standish" you will enjoy reviewing it by means of a series of simple scenes, using Longfellow's words in dialogue form. Make your own selections and write titles for them. GENERAL QUESTIONS 1. Which do you like better, "The Argonauts" or "The Courtship of Miles Standish"? Give reasons for your preference. 2. What is the difference between prose and poetry? Which do you prefer? 3. Had Longfellow any special reason for his interest in Alden and Priscilla? (See the sketch of the author's life following.) 4. Find at least five Biblical words or terms used in "The Courtship of Miles Standish." 5. Find at least five references or allusions to the Bible. 6. What was Longfellow's purpose in using so many Biblical expressions and references in this poem? 7. Who lived in the Garden of Eden? Why were they driven out? (See Baldwin's "Old Stories of the East," pp. 7-13. The page references accompanying the following questions are to this book of Baldwin's.) 8. Tell the story of Noah and the ark. (18-26) 9. What man was the founder of the Hebrew people? Who was his wife? (27-36) 10. Tell the story of Abraham and his son Isaac on the mountain. (36-39) 11. Who became the wife of Isaac. How did Isaac get her? (39-50) 12. Name Isaac's two sons and tell something of interest concerning them. (50) 13. Tell the story of Joseph and his brethren. (51-87) 14. Who led the children of Israel out of Egypt? Tell the story of his life. (88-111) 15. Tell the story of Gideon, the Idol-Breaker. (143-159) 16. Who was the strongest man told about in the Bible? Tell the story of his life. (160-186) 17. What famous marriage described in the Bible is mentioned in nearly all wedding ceremonies today? (187-198) 18. Tell the story of the boyhood of David. (199-215) HENRY WADSWORTH LONGFELLOW T IS pleasing to think that Henry Wadsworth Longfellow had a special interest and enjoyment in telling the lovestory of John Alden and Priscilla; for the poet was a direct descendant of that famous couple. He was born in Portland, Maine, in 1807, and lived there through a very happy boyhood. His love for the home of his boyhood is shown in his poem "My Lost Youth": "Often I think of the beautiful town That is seated by the sea; Often in thought go up and down The pleasant streets of that dear old town, As a boy Longfellow was a well-behaved, studious little fellow. He liked to go to school and especially enjoyed reading the interesting books in his father's library. He must have been a bright boy, for he was ready for college at fourteen. He entered Bowdoin College, which is not far from Portland, and was graduated four years later. One of his classmates was Nathaniel Hawthorne, who afterward became a great story-writer. * Longfellow's father was a lawyer and he wished his son to become one, also. But Longfellow soon found that he did not care for law. He was very fond of literature and decided to be an author. Soon after graduation he was offered the professorship of modern languages in Bowdoin. He was greatly pleased, and went to Europe to prepare himself thoroughly for the work. He spent three years in Germany, France, Spain, and Italy, mastering the four languages and acquainting himself with the literature of each. At the age of twenty-two he began his work in Bowdoin. He was a faithful teacher and became a favorite with the students. He was always courteous and sweet-tempered. After five years' work in Bowdoin, Longfellow was offered the professorship of modern languages in Harvard College. He accepted the offer and went to Europe again for further study. After a stay in Europe of nearly two years Longfellow returned to America. A good story is told of his experience in trying to find a pleasant place in which to live. He was attracted to the Cragie House in Cambridge because of its large rooms and quiet elegance. This place had pleasant historical associations, also, for Washington had made it his headquarters during the early days of the Revolution. So Longfellow called at the Cragie House to inquire if he might have a room there. Mrs. Cragie looked the youthful Longfellow over, and informed him that she did not care to take college students. When Longfellow assured her that he was really a professor in Harvard College, she let him have Wash |