Does the narrator speak from the standpoint of one who somehow or other knows all that the characters do and think and feel, or of one who recounts merely what he himself feels and sees and hears? Compare with _Ivanhoe_ in this respect. To what extent does the author use dialogue? STYLE.--Is there any attempt to use dialect? Do the characters talk as we should expect them to talk, or do they all talk like the author? Note a few passages that express humor; some that express pathos. Find a few descriptions that present vividly a scene of beauty. Are the sentences easy and natural, or formal and dignified? 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 literary enterprises? What can you find in the experiences and character of Dr. Primrose, of Mr. Burchell, or of George Primrose to suggest Goldsmith's own experiences and character, or those of his father? What characteristics of Goldsmith do you think you have a right to infer from this story? Give reasons. COMPARISON.--Does the charm of this novel lie in the setting? in the plot? in the characters? in the style? in the lesson it teaches? or in all of these factors together? Compare this book, topic by topic, with _Ivanhoe_ or with some other novel recently studied. OUTLINE FOR THE STUDY OF CRANFORD I. Preparation It is important that a young student before he begins to study _Cranford_ should have some idea of the kind of story that it is. Otherwise he is likely to be disappointed and to fail to appreciate its charm. Several ways are suggested for approaching the first reading. Let the teacher, or if possible one of the class, give an account of a small English village, using photographs, if they are available, to show some characteristic features. Let the class write an account of some country place that they know well with definite details of the houses, the people, and the customs. Have the best accounts read in class. Present to the class, or have them study from the introduction, the brief facts of the history of this story: who Mrs. Gaskell was; her connection with Knutsford; the original purpose of the _Cranford_ sketches. II. Reading and Study Oral reading is more than usually important in a book like _Cranford_, for much of the enjoyment of the story comes from an appreciation of its wit and humor, and these qualities can best be brought out by oral reading. Some part of each day's recitation period might well be devoted to the reading of choice passages. Of special value in securing appreciation of the story is the preparation of compositions based on the students' own knowledge of country life. They may be descriptions, both real and imaginative, of some country village; accounts of small social gatherings or card parties; dialogues to show the characteristics of the people, etc.