Chapter XV: Part II: Study of the Text

(1.) Lessons I-XXVII.

(2.) Composition Subjects.

The questions on the following pages are intended to be suggestive of lines of study. Others of like or different import will occur to the teacher. Don't be confined to the written questions. Many others will be needed to bring out the artistic and spiritual values of the poem and to keep the thread of the story in mind.

Pupils are expected to know the meaning of words and the particular one the author employs. The understanding of a passage often depends on the meaning of a single word. (See Part III.)

SUGGESTIVE QUESTIONS.

EVANGELINE--PART I.

SEC. I.

_Introduction. Grand Pre._

Lesson I, Lines 1-57.

The author gives us a hint of the nature of his narrative. In what lines does he directly refer to it? This is a story of what? What three qualities had this thing? What two pictures does the author contrast, lines 6-15? Why murmuring pines? What two parts of one picture, lines 1-5? Why compare to the roe? In what ways did their lives resemble a river? Why October leaves? Remember--this is a story of what? Its three qualities are what? What is the first picture in Section I? What quality of the people is referred to in line 24? The Acadians were engaged in what industry? Would their lives be more peaceful in this than in other lines of labor? Why use reposed, line 32? Who was intimately associated with all the life of the village? Explain lines 52-56 and 57.

_Evangeline._

Lesson II, Lines 58-81.

What is the topic of this lesson? Who is also introduced to us? Describe. What does the comparison with an oak suggest? What was Evangeline's age? Describe her appearance. What qualities does this description show of her? What was Benedict's most marked characteristic? Evangeline's?

_Home and Childhood of Evangeline and Gabriel._

Lesson III, Lines 82-147.

Why does the author describe the home so carefully? What do we learn of Evangeline, lines 104-114? What two characters are here introduced? Tell about their childhood days. Note the early attraction of these two for each other. What about the wondrous stone? Have stones such powers? Evangeline's name (line 144) indicates what?

SEC. II.

_Autumn. Evening Out-of-doors. In-doors._

Lesson IV, Lines 148-198.

What is the season? What is the sign of the scorpion? What season follows? Signs point to what? Why should the author refer to signs of a hard winter? What idea does the author reiterate, lines 160-175? Note--the author brings up one picture after another to impress us in this way. Why? Does he picture the home clearly? Describe. What things of old time life does he mention? Give topic, lines 199-217. Where were the Norman orchards? What does the loom suggest?

_Visitors. The News. Argument._

Lesson V, Lines 247-267.

What relations existed between Basil and Benedict? How do you know? Note carefully how the talk shows character. How did each view the news? Does the author make many simple statements of facts, or does he use much imagery? Is this so common in prose?

Which was the better way of viewing the news? Why refer to Louisburg, Beau Sejour and Port Royal? Had Basil good reasons for his suspicions? Why were the Acadians safer than their fathers? Why did Benedict wish to have no fear? What was the purpose of the call? What preparations had been made for the marriage?

SEC. III.

_The Notary and His Story._

Lesson VI, Lines 268-329.

A new character in the story. What others have we met thus far? In what regard was the Notary held? Describe him. Why did the children like him? What was the lore of the village? Contrast the blacksmith's and the Notary's manner. Explain line 299. Does the Notary's story prove his point--that Justice finally triumphs? Why? What effect upon Basil has the story? Explain lines 328-329.

_Signing the Contract. The Last Good-Night._

Lesson VII, Lines 330-381.

What do you learn from line 333? What characteristic does Benedict show, line 339? Learn 351-352.

Were these marriage papers that were signed? What? What three facts of old time life, lines 353-368? What are compared, lines 368-371? Why should Evangleline feel sad at this time? Was it natural? How could the star follow her footsteps? Look up reference line 381.

SEC. IV.

_The Betrothal Feast. The Mandate._

Lesson VIII, Lines 382-459.

Was the betrothal feast an important event in Grand Pre? So much thought of now? Explain 385-386. For what purpose were the people gathering? How did Acadian life differ from that of today? Why was hospitality greater under Benedict's roof? Who were some of the principal persons at the feast? Who is now introduced? Was there a peculiar sadness in the occurances of the day? Why?

We have three pictures strongly contrasted in this, the preceding and the succeeding lessons. Try to get a clear idea of each of these three scenes. Contrast the feast and the reception of the Mandate. Why refer to the solstice? What was the immediate effect of the news? Then what? Was it a time when character would show? Explain. Who shows clearly his temperament?

_Father Felician's Rebuke._

Lesson IX, Lines 460-486.

(To me, this selection is one of the finest in the poem. It is a fine tribute to _character_. We have in this and the preceding lesson two pictures in marked contrast. Recall the effects the Mandate must have had on the pioneers; how we of the class would feel if we now received such an order. Think of the homes made by long years of patient toil, the familiar and much loved scenes--all that made life dear--must be left behind and life begun anew amid strange scenes and among strange people. What utter despair must have possessed them.)

What scene of wild passion Father Felician met when he opened the church door! Could force have quieted this mob? Could they have been _made_ quiet? Then Father Felician enters, raises his hand and stillness reigns. What causes this great change? What wisdom does the priest show? Does he say much? To what does he turn their thoughts? Why? Who is the "Prince of Peace"? What great character in history had a like power over a multitude? Was it a great thing that the people could say from their hearts "O Father, Forgive Them"? Who said it before this? The evening service is held and quiet after the storm. How were their souls translated? What is the reference to Elijah?

_Evangeline's Service. Shadows._

Lesson X, Lines 487-523.

What change here introduced? Why should it come in here? Any reason except a continuation of the story? (A well written play or story has a careful mixture of pathos and humor. Explain and apply.) Note lines 499-501. What was the source of Evangeline's great strength of character? Who was the prophet? Has the reference to the Angelus any suggestive sadness? Why graves of the living? Why did the thunder speak to her? What did it suggest?

SEC. V.

_Gathering on the Beach._

Lesson XI, lines 524-590.

How long were they in the church? What was the attitude of the Acadians? What happens similarly in nature? What characteristic of woman is shown in lines 553-567? Compare Evangeline, Gabriel and Benedict at this point. Did Evangeline meet her father and Gabriel in different ways? Why? Did she show wisdom in so doing? What turning point now comes? Imagine a different circumstance--how would it affect the remainder of the story? Picture the village. Why refer to the waifs of the tide?

_The Camp. Burning Village._

Lesson XII, Lines 591-635.

Picture the camp. Why refer to Paul? What was the condition of Benedict? What disposition did he show in this trouble? Do you suppose Basil was affected in the same way? How do an oak and a willow take a storm? Which is the better way? Who was the oak and who the willow? What does Father Felician do? Does he show discernment? Explain 612-615. How many and what distinct pictures do you find in the lesson? Write lines 613-620 in your own words and compare.

_Death. Separation._

Lesson XIII, Lines 636-665.

What was the effect of the fire on Benedict? The effect of her father's death on Evangeline? What does "without bell or book" mean? What of nature seemed in harmony with the occasion? What two great sorrows came to Evangeline so closely? Review closing incidents and Part One.

EVANGELINE--PART II.

SEC. I.

_Landing. Search Begun._

Lesson XIV, Lines 666-705.

How long time has elapsed since the embarking? What were the Acadian's Household Gods? Why was the exile without an end? Why should the author use this comparison about their scattering? Explain fully about the seizing of the hills. What was the attitude of many Acadians? Of Evangeline? What is the desert of life? Why so called? What makes life a desert? Explain fully lines 683-687. What was there singular about Evangeline's life? What effect had this on her life? What was the inarticulate whisper that came to her?

_Pressing On._

Lesson XV, Lines 706-740.

What is a voyageur? What was Evangeline advised to do by her friends? Should she have followed their advice? Give reason. What was it to braid St. Catherine's tresses? What do you think of Evangeline's reply? Learn lines 720-727. Explain. What was the funeral dirge which she heard What was the voice that replied? What is the Muse? Who appeals to it? How is it to be followed?

SEC. II.

_On the River. Forebodings._

Lesson XVI, Lines 741-789.

Has the author followed the wanderer's footsteps in Sec. I, Part II? Locate scene pictured in lines 741-745. How were these people bound together? How strongly? Picture the scene in lines 757-765 clearly. Why Golden Coast? What is a maze? What did the moss look like? What is demoniac laughter? What purpose does the author serve in bringing in this incident? Describe scene in lines 763-767. How did the exiles feel this night? What about the mimosa? What are the hoof-beats of fate? What effect have the hoof-beats? Was Evangeline in the same mood as the others? Read to line 863, and then consider carefully the scene and events to line 790. Study with care.

_Night on the River. The Passing._

Lesson XVII, Lines 790-841.

Explain lines 790-794 and lines 798-799. Why do you suppose the bugle was not heard? What if it was? Why did they row at midnight? Why does the author bring in something weird again as in line 805? Note change from night with its weird uncertainty to day with its quiet peace and beauty. Why refer to Jacob's ladder? How can you account for conditions given in lines 824-5? Note that here a calm precedes the storm. Who were in the boat speeding north? What was the last we heard of Gabriel? What changes had occurred in his appearance? How did he take his lot and disappointment? How different from Evangeline? Does the account of the passing seem reasonable? Are such occurrences common in general life?

_Evangeline's Dream. Arrival._

Lesson XVIII, Lines 842-887.

Does it seem reasonable that Evangeline felt Gabriel was near? Explain and learn lines 852-4. Explain 858. Why Eden of Louisiana? Has Father Felician given up to despair on any occasion? What kept him from despairing? Had he despaired how would it have affected Evangeline and the story? Note scene in lines 864-868. Does the author here give a picture of nature in harmony with a condition of mind? Where? Find like treatment in this section. The mocking bird here reminds one of what bird in another scene? Does each seem an appropriate part of the picture? What was the prelude? Why were their hearts moved with emotion?

SEC. III.

_Meeting Basil. Disappointment._

Lesson XIX, Lines 888-958.

Find subject and predicate of first sentence. Describe house and surroundings. Would flowers grow thus in Acadia? What was love's symbol? Why sea of flowers? Explain 904-910. Why surf? Contrast Basil's home in Grand Pre and the one here. Explain lines 933. Was Basil's way of breaking the news about Gabriel a good one? Why should she be deeply disappointed? Did Gabriel bear his disappointment as did Evangeline? What was the result of Evangeline's longing? Of Gabriel's? Why a fugitive lover? Why fates and streams against him? What did Basil mean line 958?

_Re-union and Feast._

Lesson XX, Lines 959-1020.

Note here change of scene. Is it from pathos to humor or from humor to pathos? What do you gather from lines 959-960 and 964-965? From 961-2? Why should they marvel? Compare conditions of life in Acadia and in Louisiana. What familiar fact does Basil show, line 982? Why refer to King George? Note the very attractive picture Basil draws--almost a picture of Eden. Was there an _if_ about it, a final word that quite changed the shading of the picture? Is it usually thus? Were the Acadians naturally light-hearted?

_Despair. Hope. On Again._

Lesson XXI, Lines 1021-1077.

What effect had this scene on Evangeline? Why should she hear the sounds of the sea? Why desire to leave the merriment? Explain 1028-1038. Stars are here spoken of as God's thoughts--what else has the author called them? Explain 1041-1044. Was the evening in harmony with Evangeline's mood? Why was it the oaks whispered "Patience" and not the beeches or other trees? Explain 1059-1061. Who were going in quest of Gabriel? Explain references of "Prodigal Son" and "Foolish Virgin" and apply. How was Gabriel blown by fate like the dead leaf? How long before they found traces of Gabriel? What traces? What news finally? Where were they now?

SEC. IV.

_The Great West. The Shawnee. Confidences._

Lesson XXII, lines 1078-1164.

What are amorphas? Why describe thus this territory? Who were Ishmael's children? Why bring out clearly the many dangers to be encountered here? What is Fata Morgana? Who was the anchorite monk? Why taciturn? How could they follow his footsteps? Who were _they_? How were traces of sorrow and patience visible? Were they unusually touched by the Shawnee's story? Why? Was it natural for Evangeline and the Shawnee to be drawn together? What common bond had they? What was the effect of Evangeline's story? Were the Shawnee's stories appropriate? Were they comforting or disheartening? What was the snake that crept into Evangeline's thoughts? Was it lasting? What would naturally dispell it? Are people more brave at night or in the morning? More cheerful when? Why?

_At the Mission. Waiting._

Lesson XXIII, Lines 1165-1205.

Why Black Robe Chief? Why expect good tidings at the Mission? What is a rural chapel? What were vespers and sussuras? What was the cause of the priest's pleasure? Look up Jesuit work in North America. Why were the priest's words like snow flakes to Evangeline? How did Evangeline receive the news? Why should she desire to remain at the Mission rather than return to Basil's home? Was there an unselfish purpose in her remaining?

_A Long Search. Age._

Lesson XXIV, Lines 1206-1291.

How long did Evangeline remain at the Mission? What old custom referred to in lines 1212-1214? What do you know of old husking bees? Who urged patience? The compass flower illustrates what truth? Why is life in a true sense pathless and limitless? What quality is suggested by the gay, luxuriant flower? By the humble plant? Evangeline leaves the Mission to seek Gabriel where? Result? How did she spend the following years? Would you think from the text here her life was wholly given to the thought of Gabriel and to search for him? Why? What was the dawn of another life?

SEC. V.

_Devotion._

Lesson XXV, Lines 1252-1297.

Why was Penn an apostle? What city did he found? How do the streets echo the names of the forest? Who are the Dryads? Why did she feel at home here? Does she finally give up hope? Explain lines 1270-1275. What made the world look bright to her? Does one's state of mind determine to a large extent how the world looks? Does the world look the same at night and in the morning? When are we most likely to see it as it is? Was Gabriel forgotten? What were the lessons her life had taught her? What became of her love? How did she act practically upon her feeling? What was the word or the thing that drew her? She shows what quality 1291-1293? What is a Sister of Mercy? Why had she not joined the Order before? Had she in a true sense been a sister of mercy before joining the Order? Do you think she regretted the long struggle that fitted her so well for this work?

_The Pestilence._

Lesson XXVI, Lines 1298-1342.

How did death flood life? What made the lake brackish? Why silver stream? What is the usual cause of a pestilence? Why call it a scourge of his anger? Where was the almshouse? Where is the spot now? This was an opportunity for whom? What was the appearance of the sister? What occasioned it? Is what we _are_ written in our faces? What morning did she visit the almshouse? In what season? Had she a premonition that her quest was ended? Are premonitions common? What was the effect of this feeling upon her? Why was death a consoler?

_The Meeting._

Lesson XXVII, Lines 1343-1400.

White expecting something, was Evangeline prepared for the meeting? How did it affect her? How did Gabriel appear? What was the cause? What is the reference about sprinkling the portals? What was Gabriel's condition? What effect had the cry of Evangeline? Did he recognize Evangeline and realize she was with him? What came to his mind? Did he finally recognize Evangeline? Was this recognition a blessing for her? What effect had this meeting upon her? How did she express it? Where are the lovers supposed to be now? Do you think Evangeline's life ended here?

Scene shifts to where? What has occurred? Does the author state that those old scenes of Acadian life can now be seen? Where? In lines 1399-1400 is there any suggestion as to this story?

Note.--It would be well at the conclusion of this study to spend one or two periods in going over the story as a whole that the poem, in its general outline, may be better retained in the pupil's mind.

COMPOSITION SUBJECTS.

1. Acadian Life. (Contrast with present.)
2. The Notary.
3. Character of Gabriel.
4. Character of Evangeline.
5. The Betrothal Feast.
6. The Scene on the Shore.
7. On the River. (Compare mode of traveling with present ones by
land and water.)
8. Home of Basil. (Contrast with the home in Acadia.)
9. The Mission.
10. The Search and its Reward.

Select the lines that appeal to you most.
Select the lines that show the most beautiful sentiment.
Select the lines that contain the best pictures.