It is hoped that no teacher will use these questions as a substitute for his own questioning. If they are accepted as suggestive in regard to both interpretation and method, they may be of real service, otherwise they will be almost valueless. WATERLOO (Fourth Reader, page 311) AIM To lead the pupils to appreciate the music and imagery of the poem. PREPARATION Where is Waterloo situated? In Belgium. What two armies were engaged in this battle? The French and the English; with the latter were some Prussian allies. Who were the French and the English commanders? Napoleon and Wellington. What was the result of the battle? The overthrow of Napoleon and his banishment to St. Helena. What would have been the consequence if Wellington had been defeated? Napoleon would possibly have had complete mastery of Europe. Picture this struggle of great commanders and disciplined armies, while Europe waited breathlessly for the outcome. (The pupils should read some good history of this battle.) PRESENTATION Read the poem to the pupils in such a way as to make vivid the scenes depicted. DEVELOPMENT What has the poet described in this poem? Some of the events preceding the battle. What are the main pictures found in each stanza? (Write on the black-board.) 1. The ball 2. The sound of the enemy's cannon 3. The Duke of Brunswick 4. The farewells 5. The muster 6. The gathering of the Highlanders 7. The march to battle 8. Summary of pictures and the result. Do you see any stanza that interferes with the progress of the action? The third stanza anticipates the battle and destroys the continuity between the sounds of the approaching enemy and the hurried farewells. Why does the poet devote a special stanza to the Highlanders? Were they more worthy of mention than the English and Irish regiments? The author, George Gordon, Lord Byron, belonged to a Scotch family. The muster of the Highlanders at midnight, combined with their stirring music, made a very picturesque incident. Consider the elements which contribute to the various scenes: Stanza I