Visitors.  The News.  Argument.

Lesson V, Lines 247-267.

What relations existed between Basil and Benedict?  How do you know?  Note carefully how the talk shows character.  How did each view the news?  Does the author make many simple statements of facts, or does he use much imagery?  Is this so common in prose?

Which was the better way of viewing the news?  Why refer to Louisburg, Beau Sejour and Port Royal?  Had Basil good reasons for his suspicions?  Why were the Acadians safer than their fathers?  Why did Benedict wish to have no fear?  What was the purpose of the call?  What preparations had been made for the marriage?

SEC.  III.

The Notary and His Story.

Lesson VI, Lines 268-329.

A new character in the story.  What others have we met thus far?  In what regard was the Notary held?  Describe him.  Why did the children like him?  What was the lore of the village?  Contrast the blacksmith’s and the Notary’s manner.  Explain line 299.  Does the Notary’s story prove his point—­that Justice finally triumphs?  Why?  What effect upon Basil has the story?  Explain lines 328-329.

Signing the Contract.  The Last Good-Night.

Lesson VII, Lines 330-381.

What do you learn from line 333?  What characteristic does Benedict show, line 339?  Learn 351-352.

Were these marriage papers that were signed?  What?  What three facts of old time life, lines 353-368?  What are compared, lines 368-371?  Why should Evangleline feel sad at this time?  Was it natural?  How could the star follow her footsteps?  Look up reference line 381.

SEC.  IV.

The Betrothal Feast.  The Mandate.

Lesson VIII, Lines 382-459.

Was the betrothal feast an important event in Grand Pre?  So much thought of now?  Explain 385-386.  For what purpose were the people gathering?  How did Acadian life differ from that of today?  Why was hospitality greater under Benedict’s roof?  Who were some of the principal persons at the feast?  Who is now introduced?  Was there a peculiar sadness in the occurances of the day?  Why?

We have three pictures strongly contrasted in this, the preceding and the succeeding lessons.  Try to get a clear idea of each of these three scenes.  Contrast the feast and the reception of the Mandate.  Why refer to the solstice?  What was the immediate effect of the news?  Then what?  Was it a time when character would show?  Explain.  Who shows clearly his temperament?

Father Felician’s Rebuke.

Lesson IX, Lines 460-486.

(To me, this selection is one of the finest in the poem.  It is a fine tribute to character.  We have in this and the preceding lesson two pictures in marked contrast.  Recall the effects the Mandate must have had on the pioneers; how we of the class would feel if we now received such an order.  Think of the homes made by long years of patient toil, the familiar and much loved scenes—­all that made life dear—­must be left behind and life begun anew amid strange scenes and among strange people.  What utter despair must have possessed them.)