What chances had Shakespeare had to observe the different kinds of life portrayed here? PLOT.--Show the steps of the plot from its beginning in I, 2 to its climax in III, 2, and from the climax to the conclusion. Compare this play with _The Merchant of Venice_ in respect to tragic features and to simplicity. Why are the minor love stories introduced? CHARACTERS.--Contrast Orlando and Oliver as they are first presented. What is there to give us a good impression of Orlando before he does anything to earn it? Show how our good opinion of him is strengthened by his actions in I, 2; II, 6; IV, 3, etc. What first prejudices us in favor of Rosalind? How does the author use Celia to make us like Rosalind the more? What characteristics are brought out to give us further admiration for Rosalind in II, 4; III, 2; III, 4; IV, 3; V, 2, etc.? What is the chief characteristic of Jacques that distinguishes him from his companions? How is his view of life made to add to our appreciation of the life in the forest? Note how many of the fine passages of the play Shakespeare has put in the mouth of Jacques. Why do you suppose he did this? Contrast the two dukes. Are they conventional characters, or do they have distinct personalities? Compare Touchstone with Wamba in _Ivanhoe_. FORM.--What is the normal meter? Show how Shakespeare varies the normal line by changing the number of the syllables; the relative position of the accented and the unaccented syllables; and the position of the pauses. What characters always speak in prose? There is no accepted theory to account for Shakespeare's use of prose, but can you see any difference in the importance of the thought or in the depth of feeling between scenes altogether in prose and those altogether in verse? THE LIFE AND CHARACTER OF THE AUTHOR.--See outline for the study of _The Merchant of Venice_, p. 72. OUTLINE FOR THE STUDY OF JULIUS CÆSAR I. Preparation Little is required to arouse the interest of any class in the play of _Julius Cæsar_. A brief account of the salient facts of Roman history that center about Cæsar's life, and an interesting account of the man himself will help the student to an appreciative study. II. Reading and Study The purpose of the first and second readings will be the same as that stated in the previous two outlines. III. Study of the Play as a Whole SETTING.--When does the play open? What two events of history has Shakespeare combined in Act I? Why? How many days are required for the action of the play? Show where the scenes follow one another without loss of time, and where they do not. How are the descriptions of nature used to make the action more effective? Compare Shakespeare's use of storm and prodigy in this play with that in _Macbeth_.