be translated by the student into his own language. Let one paraphrase be written out with great care in prose, varying the phraseology and vocabulary as much as possible. Let it be written with the poem at hand, again from memory, and finally supply the paraphrase orally from the poem and from memory. This exercise is admirably adapted to enrich the vocabulary, and to impress the choice and specific wording of the author upon the memory.

To quote from Hales's Longer English Poems:

"It would frequently be advisable to direct one's pupils to make written abstracts of any piece of prose or poetry that is to be studied by them. These would serve as an evidence that the hours allotted to preparation had been rightfully employed; secondly, they would thoroughly test the writer's comprehension of his work; thirdly, they might be of use in teaching the scholar how to write his native tongue."

7. Some attempt at criticism should be encouraged, after a selection has been mastered ;-not by any means to find fault or to condemn, but simply to train the young student to express his opinion upon certain prominent characteristics of the selection under consideration. It is not at all to be expected, or even desirable, that the pupil should enter into any learned or critical discussion, but the teacher should rather seek to draw out, by means of "familiar talks," a verdict upon the merits of simple, easy selections from the best English prose and poetry.

Some Questions on the "Norman Baron."

8. What is the title of this poem ? Tell me what you know about the Normans. What was a Baron? Meaning of tempest? Why the word thundered? What is a castle-turret ? Describe, in a general way, a Norman castle. “In this fight,”

why this? Why is Death used with a capital? What is meant by "spite of vassal and retainer," etc.? Why does the poet speak of the lands written in the Doomsday Book? What was this Doomsday Book? Tell me all you know about the monks. What was this missal? What is meant here by prayer? paternoster? In humble voice,—meaning of the phrase in this connection? In the fourth stanza, what is the subject? Verb? Their modifiers ? Faintly stealing, explain the meaning. Bells, why repeated? What is meant by Kloster? Why not cloister? What is referred to by Nativity? What was the ancient custom at Christmas-time in England? Has it been continued? Explain serf and vassal. Meaning of wassail? What special freedom was allowed the serfs and vassals at this time? What similar custom formerly existed in the South? What is a carol? Why "old and saintly"? Who were the minstrels and the waits? Saxon gleemen? Meaning of slaves in this connection? When the poet speaks of the storm knocking at the castle gates, what does he mean? Force of terror-haunted? "accents holy"? Why should these chanted lays have brought tears to the eyes of this rude Norman lord? In the quoted extract, who is referred to by the "kingly stranger"? Force of wassail? Explain the third verse of this stanza. In the tenth stanza, what is the subject? Verb? The object? Explain its meaning. What olden custom is referred to by these two verses? Force of shuddering ? Render the Latin, "Miserere Domine." Why did the baron repeat these two words? Translate the eleventh and twelfth stanzas into your own words, explaining them fully at the same time. Are these lines of universal application to those who have wronged their fellow-men? What was the practical result of this deep contrition? Do you know whether the baron could legally do this, or is it merely a poetical license? Why is he represented as recording their dismissal on the missal? What is the moral of this beautiful poem? What practical lesson can we learn from it?

24. The text of another simple poem, Abraham Davenport, by Whittier, is given, with the expectation that it will be studied upon the same general plan which has been suggested in the Norman Baron.

In order that the class may become familiar with some systematic method of study before taking up the writings of an author in detail, the teacher is advised to supplement these two poems by suitable pieces from the text-book or reading-book.

ABRAHAM DAVENPORT.

BY JOHN G. WHITTIER.

In the old days (a custom laid aside
With breeches and cocked hats), the people sent
Their wisest men to make the public laws.

And so, from a brown homestead, where the Sound
Drinks the small tribute of the Mianas,

Waved over by the woods of Rippowams,

And hallowed by pure lives and tranquil deaths,
Stamford sent up to the councils of the State
Wisdom and grace in Abraham Davenport.

'Twas on a May-day of the far old year
Seventeen hundred eighty, that there fell
Over the bloom and sweet life of the Spring,
Over the fresh earth and the heaven of noon,
A horror of great darkness, like the night
In day of which the Norland sagas tell,-

The Twilight of the Gods. The low-hung sky
Was black with ominous clouds, save where its rim
Was fringed with a dull glow, like that which climbs
The crater's sides from the red hell below.
Birds ceased to sing, and all the barn-yard fowls
Roosted; the cattle at the pasture bars

Lowed, and looked homeward; bats on leathern wings
Flitted abroad; the sounds of labor died;

Men prayed, and women wept; all ears grew sharp
To hear the doom-blast of the trumpet shatter
The black sky, that the dreadful face of Christ
Might look from the rent clouds, not as He looked
A loving guest at Bethany, but stern

As Justice and inexorable Law.

Meanwhile in the old State House, dim as ghosts,
Sat the lawgivers of Connecticut,

Trembling beneath their legislative robes.
"It is the Lord's Great Day! let us adjourn,"
Some said; and then, as if with one accord,
All eyes were turned to Abraham Davenport.
He rose, slow cleaving with his steady voice

The intolerable hush.

"This well may be

The Day of Judgment which the world awaits;
But be it so or not, I only know

My present duty, and my Lord's command
To occupy till he come. So at the post
Where he hath set me in his providence,
I choose, for one, to meet him face to face,-
No faithless servant frightened from my task,
But ready when the Lord of the harvest calls;
And therefore, with all reverence, I would say,
Let God do his work, we will see to ours.
Bring in the candles." And they brought them in.

Then by the flaring lights the Speaker read,
Albeit with husky voice and shaking hands,

An act to amend an act to regulate

The shad and alewive fisheries.

Whereupon

Wisely and well spake Abraham Davenport,

Straight to the question, with no figures of speech
Save the ten Arab signs, yet not without
The shrewd dry humor natural to the man:
His awe-struck colleagues listening all the while,
Between the pauses of his argument,

To hear the thunder of the wrath of God
Break from the hollow trumpet of the cloud.

And there he stands in memory to this day,
Erect, self-poised, a rugged face, half seen
Against the background of unnatural dark,
A witness to the ages as they pass,

That simple duty hath no place for fear.

REPRESENTATIVE AUTHORS.

CHAPTER IV.

HENRY W. LONGFELLOW. 1807

"Without comparing him with others, it is enough if we declare our conviction that he has composed poems which will live as long as the language in which they are written.”James Russell Lowell.

"The terseness of diction and force of thought delight the old; the grace and melody enchant the young; the unaffected and all-pervading piety satisfies the serious.”—Mary Russell Mitford.

"His poetry expresses a universal sentiment in the simplest and most melodious manner."-George W. Curtis.

“His sympathies are quick and strong, and this fact, together with the directness and simplicity of his verse, accounts mainly for the extraordinary popularity of his writings, not only in this country, but in England, where they are almost universally read and admired. Perhaps his best,-as it is his most famous, -poem is Evangeline, which contains some of the most perfect idyllic passages in the language, and is eloquent with a sweet pathos that touches every heart. He is an accomplished student of foreign literature, and has translated many poems from the Spanish, German, and Scandinavian languages into his own graceful measures. He may fairly be regarded as one of the most influential founders of American literature, as he is one of its brightest ornaments. As a representative of our national culture in European eyes, he is undoubtedly the most conspicuous of American poets."-Cathcart's Literary Reader.