Give character sketches of "The Preacher" and "The Schoolmaster." Explain what the poet considers has caused the changes he laments in the village. Contrast the simple natural pleasures with those of luxury and wealth. What effect on the poor has greed for wealth? on the country? What is Goldsmith's idea of the lot of the emigrant? FORM.--What is the prevailing meter? How do the lines rhyme? Compare this poem with _The Idylls of the King_ or with _The Merchant of Venice_ in respect to meter and rhyme. Examine what you think are the most beautiful passages in order to find out, if you can, why they are beautiful. Are they so because of beauty of sentiment? simplicity of language? choice of words? figurative language? smoothness of rhythm? THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Goldsmith's childhood? his family? his education? his professional training? his travels? his friends in London? his loneliness? his disappointments? his literary successes? his eccentricities? his kindness? How can we judge of his character from his references to the village of his childhood? from what he says of wealth, greed, etc.? IV. THE TEACHING OF THE DRAMA If a teacher were to attempt to investigate the methods employed in classes formed to study Shakespeare, he would doubtless be impressed first by their variety. One teacher lays great stress on reading the play with little or no comment; another, with painful slowness, works line by line to bring out the details of the thought; while a third lays the greatest stress on the structure of the play, following minutely the steps from exposition to climax and from climax to conclusion. Each plan has its advantages, and in the hands of an enthusiastic and sensible teacher ought to achieve admirable results. The fundamental reason for these wide differences in method is the greatness of Shakespeare's genius. We are captivated, perhaps, by one phase of his work and fail to see, or to see in due proportion, other phases equally, or even more, important. As a rule, the limitations of time make it impossible thoroughly to investigate many lines of study, and the teacher naturally follows his own taste in making selections.