Part 1 — EVANGELINE—PART I.

SEC. I.

Introduction. Grand Pre.

Lesson I, Lines 1-57.

The author gives us a hint of the nature of his narrative. In what lines does he directly refer to it? This is a story of what? What three qualities had this thing? What two pictures does the author contrast, lines 6-15? Why murmuring pines? What two parts of one picture, lines 1-5? Why compare to the roe? In what ways did their lives resemble a river? Why October leaves? Remember—this is a story of what? Its three qualities are what? What is the first picture in Section I? What quality of the people is referred to in line 24? The Acadians were engaged in what industry? Would their lives be more peaceful in this than in other lines of labor? Why use reposed, line 32? Who was intimately associated with all the life of the village? Explain lines 52-56 and 57.

Evangeline.

Lesson II, Lines 58-81.

What is the topic of this lesson? Who is also introduced to us? Describe. What does the comparison with an oak suggest? What was Evangeline's age? Describe her appearance. What qualities does this description show of her? What was Benedict's most marked characteristic? Evangeline's?

Home and Childhood of Evangeline and Gabriel.

Lesson III, Lines 82-147.

Why does the author describe the home so carefully? What do we learn of Evangeline, lines 104-114? What two characters are here introduced? Tell about their childhood days. Note the early attraction of these two for each other. What about the wondrous stone? Have stones such powers? Evangeline's name (line 144) indicates what?

SEC. II.

Autumn. Evening Out-of-doors. In-doors.

Lesson IV, Lines 148-198.

What is the season? What is the sign of the scorpion? What season follows? Signs point to what? Why should the author refer to signs of a hard winter? What idea does the author reiterate, lines 160-175? Note—the author brings up one picture after another to impress us in this way. Why? Does he picture the home clearly? Describe. What things of old time life does he mention? Give topic, lines 199-217. Where were the Norman orchards? What does the loom suggest?

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.)

What scene of wild passion Father Felician met when he opened the church door! Could force have quieted this mob? Could they have been made quiet? Then Father Felician enters, raises his hand and stillness reigns. What causes this great change? What wisdom does the priest show? Does he say much? To what does he turn their thoughts? Why? Who is the "Prince of Peace"? What great character in history had a like power over a multitude? Was it a great thing that the people could say from their hearts "O Father, Forgive Them"? Who said it before this? The evening service is held and quiet after the storm. How were their souls translated? What is the reference to Elijah?

Evangeline's Service. Shadows.

Lesson X, Lines 487-523.

What change here introduced? Why should it come in here? Any reason except a continuation of the story? (A well written play or story has a careful mixture of pathos and humor. Explain and apply.) Note lines 499-501. What was the source of Evangeline's great strength of character? Who was the prophet? Has the reference to the Angelus any suggestive sadness? Why graves of the living? Why did the thunder speak to her? What did it suggest?

SEC. V.

Gathering on the Beach.

Lesson XI, lines 524-590.

How long were they in the church? What was the attitude of the Acadians? What happens similarly in nature? What characteristic of woman is shown in lines 553-567? Compare Evangeline, Gabriel and Benedict at this point. Did Evangeline meet her father and Gabriel in different ways? Why? Did she show wisdom in so doing? What turning point now comes? Imagine a different circumstance—how would it affect the remainder of the story? Picture the village. Why refer to the waifs of the tide?

The Camp. Burning Village.

Lesson XII, Lines 591-635.

Picture the camp. Why refer to Paul? What was the condition of Benedict? What disposition did he show in this trouble? Do you suppose Basil was affected in the same way? How do an oak and a willow take a storm? Which is the better way? Who was the oak and who the willow? What does Father Felician do? Does he show discernment? Explain 612-615. How many and what distinct pictures do you find in the lesson? Write lines 613-620 in your own words and compare.

Death. Separation.

Lesson XIII, Lines 636-665.

What was the effect of the fire on Benedict? The effect of her father's death on Evangeline? What does "without bell or book" mean? What of nature seemed in harmony with the occasion? What two great sorrows came to Evangeline so closely? Review closing incidents and Part One.