LESSON LXVII.

MEMORIZATION.-BEFORE WATERLOO-FROM "CHILDE

HAROLD."

And there was mounting in hot haste: the steed,
The mustering squadron, and the clattering car,
Went pouring forward with impetuous speed,
And swiftly forming in the ranks of war;
And the deep thunder, peal on peal afar ;
And near, the beat of the alarming drum
Roused up the soldier ere the morning star

While thronged the citizens with terror dumb,

Or whispering with white lips-"The foe! They come ! They come !"

And wild and high the "Cameron's gathering" rose,

The war note of Lochiel, which Albyn's hills
Have heard, and heard, too, have her Saxon foes:

How in the noon of night that pibroch thrills

Savage and shrill! But with the breath which fills
Their mountain pipe, so fill the mountaineers

With the fierce native daring which instils
The stirring memory of a thousand years;

And Evan's, Donald's fame rings in each clansman's ears!

-Lord Byron.

NARRATIVE DESCRIPTION-SCENES OF ACTION.— THEME: A Fox HUNT.

A faint but knowing whimper drove other thoughts out of all heads, and Lancelot began to stalk slowly with a dozen horsemen up the wood-ride to a fitful accompaniment of wandering hound-music, where the choristers were as invisible as nightingales among the thick cover. And hark! the sweet hubbub suddenly crashed into one jubilant shriek, and then swept away fainter and fainter among the trees. The walk became a trot-the trot a canter. Red-coats, flashing like sparks of fire across the

grey gap of mist, then a whipper-in, bringing up a belated hound, burst into the path-way, smashing and plunging with shut eyes through ash-saplings and hassock grass; then a fat farmer, sedulously pounding through the mud, was overtaken and bespattered in spite of all his struggles;-until the line streamed out into the wide and rushy pasture, while right ahead, chiming and jangling sweet madness, the dappled pack danced and wavered through the veil of mist.

On and on-down the wind and down the vale; and the canter became a gallop, and the gallop a long, straining stride; and a hundred horse-hoofs crackled like flame among the stubbles and thundered fetlockdeep along the heavy meadows; and every fence thinned the cavalcade, till the madness began to stir all bloods, and with grim, earnest, silent faces the initiated few settled themselves to their work, till the rolling grasslands spread out into flat black open fallows, and here and there a long melancholy line of tall elms, while before them the high chalk ranges gleamed above the mist like a vast wall of emerald enamelled with snow, and the winding river glittering at their feet.

The hounds caught sight of the fox, burst into one frantic shriek of joy-and then a sudden and ghastly stillness, as mute and breathless they toiled up the hillside, gaining on their victim at every stride. The patter of the horse-hoofs and the rattle of rolling flints died away above. . . . In the road beyond them the hounds were just killing their fox, struggling and growling in fierce groups for the red gobbets of fur, a panting, steaming ring of horses round them.

-Charles Kingsley. Adapted from "Yeast."

STUDY OF DESCRIPTION.—(1) What is the point of view from which the fox hunt is described? Show that all the details are brought forward from the point of view chosen. (2) Point out a number of expressions that convey the idea of swift physical movement. (3) Select expressions that suggest excitement. (4) Show that there is a climax in the development of the scene. (5) Show how the writer blends the beauty of nature with the description of the hunt.

COMPOSITION I.-Describe, following the plan and method of the extract, any contest or game in which you have taken part or been greatly interested-1. A Lacrosse Match (or Football, Cricket, Baseball, Basketball). 2. A Tennis Tournament. 3. A Spelling Match. 4. A Road Race of Bicycles. 5. The Regatta at

This and each of the three following groups may be assigned for one exercise, the various themes being distributed, for the sake of interest and variety, to various pupils.

COMPOSITION 2.- Sports. Describe any sport or amusement you delight in. Seek to understand and express the pleasure you experience:—1. Nutting. 2. Bird's-nesting. 3. Tobogganing. 4. Coasting. 5. Snowshoeing. 6. Skating. 7. Canoeing. Walking. 10. Riding. 11. Driving.

8. Sailing.

9.

COMPOSITION 3.-Industrial Groups. Describe the scene in one of the following:-1. A Harvest Field. 2. An Apple-Paring (Quilting, Barn-raising, or other) Bee. 3. Sugaring-off. 4. Threshing Day. 5. Logging on a Canadian River. 6. Salmon Fishery. 7. On Board a Fishing Boat on the Banks-(see Kipling, "Captains Courageous."")

COMPOSITION 4.-Street Scenes in the City. Describe one of the following, having regard chiefly to the persons concerned : 1. The People We Pass in the Street. 2. Going to Work. 3. Street Workmen-Digging a Sewer, Making a Road. 4 Filling the Watering-Cart. 5. An Accident. 6. A Runaway. 7. The Passing of the Fire-Engine. 8. A Fire. 9. A Riot. IO. Election Returns. II. Departure of the Soldiers. 12. News of Victory. 13. The Soldiers' Return. 14. School is Out. 15. Six O'Clock, at a Factory Door.

ADDITIONAL READINGS.

A Football Rush, Hughes, "Tom Brown's School-days." A Boat Race, Hughes, "Tom Brown at Oxford." A Cricket Match, Dickens, "Pickwick Papers." A Gambling Party, Disraeli, "The Young Duke." A Polo Match, Rudyard Kipling, "The Maltese Cat," in "The Day's Work.” A Prize Fight, R. H. Davis, "Gallegher."

ADDITIONAL THEMES.

COMPOSITION I. A Quaker Meeting (see Charles Lamb, "Essays"). 2. Spectacles (see G. W. Curtis, "Prue and I"). 3. A Visit to an Asylum or Prison. 4. A Baby Show. 5. The Inhabitants of - Corners. 6. A Child's Opinions of Grown-up People. 7. A Group of Scholars.

PART III.

DESCRIPTION AND NARRATION: THE SHORT STORY.

LESSON LXVIII.

The short story, compared with incident, has a wider field of view, deeper insight into life, finer artistic method. The stream of circumstance is longer, character is implicated, and the total effect more rounded and complete. The short story may be a simple narrative, a short tale as in Poe's stories and Hawthorne's "Twice-Told Tales." But it may be more than a simple narrative, it may seek to compass life. With more recent writers-Mr. Bret Harte, Mr. Kipling, Mr. Aldrich, and Miss Wilkins—the short story is a drama in miniature, in which character, situation, plot, work together in close union and balanced perfection.

Having become familiar with some recent short stories1, study to find:

(i) the motive of the story, the central idea that gives it life and meaning;

(ii) the plot, or framework through which the motive is worked out;

(iii) the character, whose nature makes the motive and its effects possible;

(iv) the setting, or the scene, time, surroundings that lend probability, colour, interest to the narrative.

The following stories are recommended for reading: Rudyard Kipling,---" Muhammed Din," "Drums of the Fore and Aft," "The Man Who Would be King," "The Brushwood Boy," and various stories of the two "Jungle Books." Bret Harte,-"The Luck of Roaring Camp," "Tennessee's Pardner," "M'liss." T. B. Aldrich,-" Marjorie Daw," "Père Antoine's Date-Palm," "Quite So." Mary Wilkins,-"A Humble Romance," "A Taste of Honey," "The Bar Lighthouse."

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