The Pestilence.

Lesson XXVI, Lines 1298-1342.

How did death flood life?  What made the lake brackish?  Why silver stream?  What is the usual cause of a pestilence?  Why call it a scourge of his anger?  Where was the almshouse?  Where is the spot now?  This was an opportunity for whom?  What was the appearance of the sister?  What occasioned it?  Is what we are written in our faces?  What morning did she visit the almshouse?  In what season?  Had she a premonition that her quest was ended?  Are premonitions common?  What was the effect of this feeling upon her?  Why was death a consoler?

The Meeting.

Lesson XXVII, Lines 1343-1400.

White expecting something, was Evangeline prepared for the meeting?  How did it affect her?  How did Gabriel appear?  What was the cause?  What is the reference about sprinkling the portals?  What was Gabriel’s condition?  What effect had the cry of Evangeline?  Did he recognize Evangeline and realize she was with him?  What came to his mind?  Did he finally recognize Evangeline?  Was this recognition a blessing for her?  What effect had this meeting upon her?  How did she express it?  Where are the lovers supposed to be now?  Do you think Evangeline’s life ended here?

Scene shifts to where?  What has occurred?  Does the author state that those old scenes of Acadian life can now be seen?  Where?  In lines 1399-1400 is there any suggestion as to this story?

Note.—­It would be well at the conclusion of this study to spend one or two periods in going over the story as a whole that the poem, in its general outline, may be better retained in the pupil’s mind.

COMPOSITION SUBJECTS.

  1.  Acadian Life. (Contrast with present.)
  2.  The Notary.
  3.  Character of Gabriel.
  4.  Character of Evangeline.
  5.  The Betrothal Feast.
  6.  The Scene on the Shore.
  7.  On the River. (Compare mode of traveling with present ones by
     land and water.)
  8.  Home of Basil. (Contrast with the home in Acadia.)
  9.  The Mission.
  10.  The Search and its Reward.

  Select the lines that appeal to you most. 
  Select the lines that show the most beautiful sentiment. 
  Select the lines that contain the best pictures.

PART III.

SPELLING AND DEFINING.

The work of spelling and defining may be carried on with the study of the text of the poem, or at the conclusion of this study.  In the former case allow a week or more to pass after using a selection as a Reading lesson before studying it as a Spelling lesson, that the reading may not degenerate into a word-study.

The words selected are those which should form a part of the pupil’s vocabulary.  The fact that the context largely determines the meaning of a word should be made clear in this study, and the particular meaning the author employs in the poem should be required.  The pupil’s discrimination will at first be poor, but he soon develops considerable skill and judgment.