What do we learn of him through his works? Sum up the author's idea of Shakespeare's creative power, representation of life, power of expression, cheerfulness, imperfection. _Gifts_ What is the theme of this essay? What motives prompt people to give gifts? Which ones are right? Which wrong? What things are suitable for gifts? What are _most_ appropriate? What danger is there in giving those things that are substantial benefits? Are beautiful things better for gifts than useful ones? Why? "He is a good man who can receive a gift well" (p. 214). Explain. Discuss the good and the evil of our custom of Christmas giving. Discuss Carlyle's statement: "It is a mortifying truth, that two men, in any rank of society, could hardly be found virtuous enough to give money, and to take it as a necessary gift, without injury to the moral entireness of one or both." _Essay on Burns_ (pp. 121-122). THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Emerson's ancestry? his childhood? his education? his experience as a teacher? his work as a minister? his travels in Europe? his friendship with distinguished men? his connection with Transcendentalism? the chief difference between him and other Transcendentalists? his success as a lecturer? his connection with Harvard College? his home life? the central idea in all his teaching? his service to his generation? OUTLINE FOR THE STUDY OF WEBSTER'S FIRST BUNKER HILL ORATION Much may be expected from the study of this oration. It is one of the few books required for careful study. It will be taken up late in the high school course, when pupils are maturing rapidly. It is distinctly American, the work of probably our greatest orator. But it is not difficult; the meaning is not puzzling, the structure is simple. The teacher may reasonably require of his pupils great familiarity with the divisions of the speech, with the thought of each, and with the language. I. Preparation The preparation necessary for the first reading is very slight. If the imagination of the student can be aroused, so that the occasion on which the Oration was delivered can be made to seem real and full of interest, he will read to better advantage. Webster's audience must be imagined, the number of people present, the different classes: the veteran, the old resident who saw the battle, the children and grandchildren of those who fell, and the distinguished visitor from France. A picture of Webster with some hints of his great reputation will help to complete the scene. II. Reading and Study The first reading should, if possible, be assigned for one lesson so that the class may read the oration at a single sitting. The second reading should be accompanied by memory work, the preparation of an outline, the writing of compositions (some intended for speaking), and the study of introduction, conclusion, and climaxes. III. Study of the Oration as a Whole CONTENT.--A description of the scene from the point of view of Webster.