Chapter VI: Form III

HIDE AND SEEK

(Third Reader, page 50)

AIM

To lead the pupils to appreciate the exquisite music of the language and the pathos of the story.

PRESENTATION

What does the poem describe? It describes a
father's love for his son.

There are two distinct parts. What does each
part describe? The first two stanzas describe a
game of "Hide and Seek" between the father and
the boy, and the last two, the father's intense
longing for the boy whom he has lost.

What kind of day is described in the first
stanza? A bright and calm June day.

What things suggest this? Sleeping trees, still
winds, wandering clouds, "noonday silence".

What does the writer represent the trees and
the winds to be? Persons--the trees having the
ability to sleep, and the winds to move or keep
still. This is called personification.

What are "fleecy clouds"? Clouds that are white
and downy.

The poet speaks of them as "flocks". What is
the comparison intended? The comparison of the
clouds to flocks of white sheep that, instead
of wandering across a meadow, are wandering
across the sky.

What does the word "wandered" suggest? That the
clouds are moving along slowly and leisurely
without any purpose in view. They are doing
this because the "winds are still".

What is meant by saying that they "Have
wandered past the hill"? They have gone below
the horizon at the hilltop and cannot be seen.
The sky is thus clear of clouds.

What causes "the noonday silence"? The heat of
the mid-day has silenced even the songs of the
birds. Compare Keats:

When all the birds are faint with the hot sun
And hide in cooling trees.

How is the silence broken? By the voice of the
little boy hunting for his father.

What do the words of the tune he is singing
constitute? The rules of the game. The one
hiding must respond "Coo-ee" each time the one
searching calls.

Where is his father? In a "leafy nook" in the
woods.

What does the question "Shall I let him pass?"
seem to indicate? That his father hesitates for
a moment to reveal himself.

What does he do, however? He gives the boy the
signal--a "low, soft whistle". He cannot "let
him pass".

What is shown in the last long line of the
stanza? That the man enters into the spirit of
the game with the same zest as the boy.

What feeling exists between the two? A feeling
of perfect good-fellowship and affection.

Explain, "you're it". Your turn to hunt, mine
to hide.

What further rules of the game are given here?
(Every boy and girl will know these.)

What change in feeling is there between the
first two stanzas and the last two? A sudden
transition from gaiety and light-heartedness to
sorrow.

What has happened? The boy is dead.

Why is "Long ago" repeated? It emphasizes the
idea and adds to the pathos of the line. The
time has seemed long because of the intensity
of the father's grief. Happiness makes time
pass quickly, not so grief.

How does the poet suggest the idea that the
game is still being continued though it is now
an inexpressibly sad one? He speaks of the boy
as having left his father as if to hide, of
his father as seeking him "high and low", of
his being safely "hidden" "in some pleasant
place", of the father as being unable to hear
his "Coo-ee".

What is really meant by seeking him "high and
low"? The thought of his boy is ever with him.
He unconsciously looks for his face wherever he
goes.

What is the "pleasant place"? Paradise.

How could you describe the short lines, "Far
away", etc., down to the end of the stanza? As
the call of a broken heart to the boy.

Where is the idea contained in "Far away"
expressed before? In "Hidden safe and happy in
some pleasant place".

And where is the thought, "Many a day",
repeated? "Long ago he left me, long and long
ago."

How is the father continually reminded of his
boy? By the "Birds" and "Flowers"--everything
that he loved is charged with memories of him.

What light is thrown upon the little fellow's
interests? He loved the out-of-doors, the
things of nature.

What ray of sunshine breaks through the clouds
of the father's grief? The conviction that his
boy "is waiting" for him till he comes.

What is the meaning of the line, "Love may hide
itself", etc.? The little boy's love may for
the moment be hidden, but it is everlasting.
The father's love is likewise everlasting. This
is sufficient ground for believing that they
will some day be united.

The reading of this poem by the pupils will show whether they feel its joy, its sadness, and its hope.

AN APPLE ORCHARD IN THE SPRING

(Third Reader, page 60)

AIM

To lead the pupils to appreciate the beauty of an apple orchard in the spring and the music of the language used in describing it.

PREPARATION

This lesson should be taken when the apple orchards are in bloom. The teacher should prepare the pupils for it, by asking them to observe the blossoms, their colours and odours, the songs of the birds, and the sounds of the streams.

PRESENTATION

Read the poem describing these. What is the
main theme of the lesson? The poet tells us how
much we have missed if we have not "seen an
apple orchard in the spring".

What is his theme in the first three stanzas?
The beauty of an apple orchard.

What, in the last stanza? His memory of it.

In what order does he describe the blossoms? In
the first stanza, the buds are turning white;
in the second, they are unfolding; and in the
third, the petals are dropping.

Where does the author suppose the reader to be
standing, in the first stanza? Outside the
orchard, where it is possible to see "the
spreading trees" and all the orchard at once.

Where, in the next two stanzas, is he supposed
to be? He is plucking the blossoms and walking
under the trees.

What senses are appealed to in the first
stanza? Sight--"seen an apple orchard".
Hearing--"mavis sings its story".

What senses are appealed to in the second
stanza? Touch--"plucked the apple blossoms",
"touch them a delight". Smell--"caught their
subtle odours". Sight--"Pink buds pouting at
the light", "Crumpled petals baby white".

What senses are appealed to in the third?
Sight--"pink cascades". Hearing--"silver
brooklets brawling", "cuckoo bird soft
calling".

Show the appropriateness of "hoary", "wealth of
promised glory", "pouting", "pink cascades",
"silver brooklets brawling", "wonder of the
spring", "precious", "tender".

What Canadian birds could be substituted for
the mavis and the cuckoo? The robins, warblers,
and goldfinches.

Lead the pupils to examine the arrangement of the rhythm and the refrain, so that they will appreciate the music of the verse. Let each pupil show his appreciation by reading the stanza he likes best.

LITTLE DAFFYDOWNDILLY

(Third Reader, page 223)

The teacher should require the pupils to read the lesson through and then to reproduce its main incidents without any regard to their allegorical significance. Such headings as the following might be suggested by the pupils, and these would serve to guide in this reproduction:

1. Daffydowndilly's dislike of the schoolmaster

2. His decision to run away from school

3. His meeting with the stranger who accompanies him on his journey

4. The haymakers

5. The carpenters

6. The soldiers

7. The merry-makers

8. His discovery of his companion's identity

9. The lesson that he learned.

Having thus obtained the literal meaning of the story--a matter of little difficulty--it remains to get its deeper significance. It is hardly probable that many pupils will be disposed to regard the story as literally true, yet few will be likely, upon a first reading, to see the principle that underlies it. In order to arrive at this, the teacher may proceed as follows:

Are there any parts of the story that strike
you as improbable? (1) The reference to Mr.
Toil's long residence upon the earth. (2) The
frequent meetings with Mr. Toil's brothers. (3)
Daffydowndilly's slowness in discovering
another brother in the person of his companion.
(4) Their travelling all day in a circle.

If the story is literally untrue or improbable,
what object might Hawthorne have had in view in
writing it? Perhaps he wished to teach some
lesson; perhaps there is a meaning hidden
beneath the story.

Let us discover what that hidden meaning is?
What does the name "Toil" suggest to you? Work.

What, then, may Mr. Toil represent? Work.

And what may his brothers represent? Different
kinds of work.

With this idea in mind, we shall now try to
understand what each adventure really means.
How are we prepared for Daffydowndilly's
troubles with the schoolmaster and for his
later unpleasant experience? The author tells
us that he "took no delight in labour of any
kind".

What flower did he resemble? The daffodil. The
boy's name is another form of the name of the
flower.

In what respect is he said to resemble a
flower? He "loved to do only what was beautiful
and agreeable, and took no delight in labour of
any kind".

Why is Mr. Toil first represented as a
schoolmaster? Because it is at school that a
boy is first introduced to real work. (This
might be given a still more extended meaning.
The school represents the preparation for our
future vocation, whether it be in the
school-room, or in an apprenticeship, or
elsewhere. This involves hard work, and hence
is, to some extent, at least, unpleasant.)

What is meant by saying that Mr. Toil "had done
more good ... than anybody else in the world"?
Work does everybody good: (1) It keeps us out
of mischief. Criminals often become so because
of the lack of profitable employment. (2) It
improves character. The people of the best and
strongest character are those who have had to
work hard. (3) It makes the world happier. The
most miserable people are those who have
nothing to do.

"A very worthy character." Is "character" used
in its usual sense here? It usually means what
a person really _is_.

(Distinguish "character" and "reputation".)

Explain what is meant by saying that "he had
dwelt upon earth ever since Adam was driven
from the garden of Eden". Ever since that time
man has had to work. God said to Adam (Genesis
iii, 19), "In the sweat of thy face shalt thou
eat bread".

Why is Mr. Toil represented as being such a
disagreeable person? Because, to some people,
work has many unpleasant features.

Any activity that has no compulsory elements in
it is no longer work, but play. What is the
real meaning of the paragraph describing the
schoolmaster's method of discipline? The work
of the school-room, being compulsory, and
therefore disagreeable to idle boys, becomes
exceedingly painful when long continued.

Contrast Daffydowndilly's previous life with
his experience at school. Brought up under the
indulgence of his mother, his life had been
very pleasant. Now, introduced to real work, he
finds life very unpleasant.

What gives us a suggestion as to the identity
of the stranger whom Daffydowndilly met on the
road? We are told that he was "trudging" "along
the road", and that his voice "seemed hard and
severe".

Why is "trudging" a better word than "walking"?
It suggests effort, and hence work.

How does the form of the question, "Whence do
you come so early, and whither are you going?"
harmonize with the description of the stranger?

We are told that he had a "grave and sedate
appearance", and the somewhat stilted form of
the question is quite in harmony with this
description.

Why had his voice "a sort of kindness in it"?
Because moderate work, such as this walking
early in the day, is not altogether
unpleasant.

Explain "ingenuous disposition". How does
Daffydowndilly show this?

What made his discovery of Mr. Toil among the
labourers in the hayfield so unexpected? The
circumstances and surroundings--"the sunshine",
"the blue sky", the singing birds, the fragrant
hay--were so pleasant that it was hard to see
how anything so unpleasant as work could
intrude there.

Why is Mr. Toil recognized in the owner of the
field rather than among the labourers? In
directing the activities of the men, as well as
working himself, he is performing the most
arduous labour of all.

Why does the stranger say the farmer is a "more
disagreeable man" than his brother, the
schoolmaster? Because the activities of farm
life are more laborious than those of the
school-room.

What expression that takes the form of a
proverb is used in describing this incident?
"To make hay while the sun shone."

Distinguish its meaning, as the author uses it,
from its meaning as a proverb. The author uses
it in its literal meaning. The farmer must make
the most of fine weather and sunshine in curing
("making") his hay, for, if rain comes after it
is cut, it will be more or less injured. Used
as a proverb, the expression means that one
should seize the opportunities presented and
make the most of them.

What does Hawthorne mean by placing a Mr. Toil
at the head of the company of soldiers?
Military movements, though very attractive to
the eye, really involve work. Soldiers find
their activities very toilsome, especially
after the novelty has worn off.

Why is Mr. Toil placed even among the dancers?
The pursuit of pleasure soon becomes wearisome,
and hence toilsome.

Why is the fiddler represented as a Frenchman?
France, as a whole, is reputed to be the gayest
and sprightliest of nations.

What is meant by saying that "those who have
known him best think him still more
disagreeable than his brothers"? Those who
devote themselves entirely to the pursuit of
pleasure find it more toilsome and disagreeable
than ordinary work. People frequently say,
after a day given up to pleasure, that they are
more tired than if they had worked hard all
day.

In which of the incidents of the story does it
seem least likely that Mr. Toil would be met
with? In the incident of the merry-makers.

In which, most likely? The incident of the
haymakers.

How has Hawthorne apparently arranged
Daffydowndilly's experiences? He has so
arranged them that in each successive incident
we are more surprised at meeting with Mr. Toil.
Each one seems to promise less probability of
his presence than the preceding.

Why had Daffydowndilly not recognized his
companion before? His voice had been kind and
his manner agreeable in the early stages of the
journey.

Interpret this as has been done in the case of
the other incidents. The early part of
Daffydowndilly's journey had been pleasant,
owing to the freedom from school and the
interesting experiences by the way. But, as the
day drew on, he gradually grew tired, and then
it was that he recognized that walking is work.

What lesson did he learn? That he could not get
away from work. It is to be found everywhere,
in the most unexpected places, and one cannot
escape from it by changing his occupation.

What is meant by Daffydowndilly's finding Mr.
Toil's ways more agreeable upon better
acquaintance? When he grew accustomed to his
work, he found that it was not so very
unpleasant after all; "that diligence is not a
whit more toilsome than sport or idleness".

What is Mr. Toil's "smile of approbation"? The
consciousness of work well done.

Tell the pupils that this story is an Allegory. They have probably read other stories of a similar nature, and may be asked to frame a simple definition. An Allegory is a story, not literally true, containing incidents that have a deeper meaning than is apparent on the surface. Its purpose is to teach some moral truth or universal principle. It differs from the Parable in being longer and more complex.

When the pupils reproduce the story, it will be well to adhere to the allegorical form, and not attempt to give its significance.

MOONLIGHT SONATA

(Third Reader, page 285)

AIM

To lead the pupils to appreciate the importance of details in the construction of a story.

PREPARATION

The teacher will have told the pupils a few facts about Beethoven and, if possible, will have shown them his picture. He will also have asked them to read the lesson at home and become familiar with the story.

PRESENTATION

What is the main point in the story? The
circumstances under which the musician wrote
the "Moonlight Sonata".

What is a sonata? It is a musical composition
which consists of movements fast or slow, sad
or playful, according to the varying mood of
the composer.

Where was the scene? In Bonn in Prussia.

When? On a moonlight winter's evening.

Who were the two persons? Beethoven and the
writer.

Notice that these three important facts are all
told briefly at the beginning.

Why had the writer called on the musician? He
wished to take him for a walk and afterwards
take him home with him to supper.

Had he any reason except the desire for
Beethoven's company? Yes, Beethoven's health
was not good, his hearing was becoming
impaired, and the writer evidently thought he
needed rest and recreation. These circumstances
led to an important result.

What happened next? In passing through a narrow
street, Beethoven heard some one playing his
"Sonata in F".

What were his feelings? Surprise to hear it in
such a place and delight at the excellence of
the playing.

How did he show his feelings? By exclamations,
questions, and short sentences.

What is told in the next three paragraphs? They
describe a conversation.

Who are speaking? A brother and sister.

What are they saying? The sister is lamenting
that she cannot "go to the concert at Cologne"
and her brother reminds her of their poverty.
Then she wishes that "for once in her life" she
"could hear some really good music".

What happens next? Beethoven decides to enter
the house.

How does the writer impress this fact on the
reader? By giving the argument between himself
and Beethoven.

What were the latter's reasons? The player had
"feeling, genius, understanding", and these
qualities are so rarely found that Beethoven
could not neglect them.

Explain these terms. The player showed refined
feeling in her interpretation of the music,
genius in her skill on the piano, and thorough
understanding of the composer's purposes in the
composition.

Was it only for his own pleasure that the
composer entered? No, he wished to give
pleasure to one who could so well appreciate
his work.

Describe the scene. A young shoemaker is seated
at his work. He is pale from the effects of
confinement and toil. A young girl with an
abundance of light hair is leaning on an
"old-fashioned piano".

What does this piano show? That their parents
had very probably been lovers of music, and the
piano may have been an heirloom.

What comes next? The musician explains the
reasons for his intrusion.

How did the brother look upon it? The young man
seemed annoyed at first.

How was this annoyance overcome? The manner of
Beethoven was so comical and pleasant that the
young man's annoyance passed away.

How had Beethoven addressed the brother and
sister? His manner was very confused. He wished
to conceal his name, and yet wished to give
pleasure to the young girl.

How does he show his confusion? The sentences
"I, I also ... play for you", are such halting
ones. He does not make his sentences complete.

What was the next part of the conversation? The
young man tells Beethoven that the "piano is so
wretched" and they "have no music".

What is the purpose of this statement in the
story? It shows Beethoven that the young girl
is blind and plays these difficult compositions
by ear.

How had she learned to play this Sonata? She
had heard a lady "practising" it, and "walked
to and fro" in front of the house in order "to
listen to it".

What does this show? What a love of music and
wonderful natural ability the young girl
possessed.

What is the next action in the story? Beethoven
plays.

Why did he play better than he had often done
before large audiences? He realized how greatly
his work was appreciated; and he was deeply
touched by the thought of the young girl's
blindness, her poverty, her skill, and her
passion for good music.

What trifling occurrence now affects the story?
The last candle in the house burned out, so the
writer opened the shutters and admitted "a
flood of brilliant moonlight".

What effect had this upon the composer? It
changed the current of his thoughts and
feelings.

How did he appear? "His head dropped upon his
breast", and "his hands rested upon his knees".

What is the next action? The young shoemaker
asks Beethoven who he is.

What did the composer answer? "He played the
opening bars of the Sonata in F." This revealed
his name. The writer says that the young people
"covered his hands with tears and kisses".

What were their feelings? Their actions were
expressions of their affection and admiration.

What takes place next? The brother and sister
beseech him to play "once more".

What description is given here? Beethoven's
appearance in the moonlight.

Describe him. He was very "massive" in size,
his head was large and his features strong, and
the light from the moon encircled his head.
(Produce a picture, if possible, of Beethoven.)

Did he agree to play again? Yes, he said he
would "improvise a Sonata to the Moonlight".

What does "improvise" mean? He would compose
the music as he played.

Had this any relation to what goes before? Yes,
the writer has told us how thoughtful he had
been when the moonlight first streamed into the
room. Now he is going to express his thoughts
and feelings through the tones of the piano.

We said at the beginning that a Sonata was a
musical composition consisting of various
movements. What are the movements? In this case
there is first, "a sad and infinitely lovely
movement", then, "a wild, elfin passage in
triple time", and lastly, "a breathless,
hurrying, trembling" close.

Let us examine this description of the
"Moonlight Sonata" more closely. What did the
moonlight suggest to Beethoven? "Spirits"
dancing in the moonlight.

What does the first movement suggest? The
"moonlight" flowing "over the dark earth".

What does the second movement suggest? The wild
dance of the "spirits on the lawn".

What does the last suggest? "Flight",
"uncertainty", "impulsive terror".

What was the effect upon the listeners? They
were left in a state of "wonder" and
"emotion".

What musical terms are used to describe this
music? _Interlude_, _triple time_, _agitato
finale_.

Explain them. _Interlude_ is a piece of music
played between the main parts. _Triple time_ is
time, or rhythm, of three beats, or of three
times three beats in a bar.

Give an example of triple time. It denotes
sprightliness, as in the waltz. The _agitato
finale_ means the close of the passage with a
hurrying movement.

What takes place next? Beethoven rose quickly,
promised to come again, and hurried away.

Why did he hurry? He wished to write out the
"Sonata" while it was still fresh in his mind.

What does the last short paragraph state? It
tells that this was the origin of the
"Moonlight Sonata".

Where is the theme of the whole lesson found?
In the last sentence.

What has the writer told us? He has given us
all the circumstances which combined to inspire
Beethoven to compose this great work.

RECAPITULATION

Now let us review the story and collect these
details. What are they? The time, place, the
persons going for a walk, the narrow street,
the wonderful playing, the conversation, the
appearance of the young people, the blindness
of the girl, her eagerness to hear "good
music", the moonlight admitted, the recognition
of Beethoven.

Yes, all these things had a combined effect
upon the musician. If he had gone straight to
supper, there would probably not have been a
"Moonlight Sonata". This lesson illustrates how
time, place, persons, and action are arranged
to produce a well-told story.

LEAD, KINDLY LIGHT

(Third Reader, page 315)

AIM

To aid in the culture of a sensitive response to the spirit and language of the prayer.

PREPARATION

The teacher should talk with the pupils about a journey through the darkness, over dangerous bogs, swollen streams, and beside precipices.

PRESENTATION

Read the poem. In what form is this lesson? A
prayer.

What is the prayer? The traveller asks for the
guidance of the Holy Spirit. See notes on this
lesson in the Manual on _The Ontario Readers_,
pp. 166-7.

Describe his journey. "The night is dark", he
is "far from home", he trusts to the light
shining through the darkness to keep his feet
from stumbling; he does not trouble himself
about what lies far before him, he attends only
to his footsteps one by one. He feels he can
pass safely over the "moor", the "fen", the
"crag", and the "torrent", by trusting to the
guidance of the light. With the dawning of the
day will come the reunion with his loved ones
from whom he has been separated.

Explain the symbolism employed here. The poet
speaks of himself as going through life like a
traveller on a long journey, wherein he is
constantly met by trials and temptations and
cannot always know what is the right course to
take. He acknowledges that he needs some
stronger power than his own to direct his life
and asks for the guidance of the Holy Spirit,
content to trust himself to His leading in any
dangers and difficulties that may arise in this
life, and secure in the knowledge that "with
the morn" he shall see once more those whom he
has "loved" and "lost awhile".

What is the main thought of the first stanza?
The traveller prays for guidance.

Of the second stanza? He states that he has not
always been willing to ask for guidance, but
had relied on his own reason.

Of the third stanza? He expresses his belief in
the power and willingness of God to guide him
aright.

What is the relation of the second stanza to
the first one? It contrasts the poet's earlier
attitude of mind toward God with that of later
years, thus emphasizing the change that has
taken place in his life.

Is the poet stronger in the second case than in
the first? No; in the first, his ideal is
higher and his humility greater, as he relies
absolutely on the guidance of the Holy Spirit.
In the second, relying only on his own
reasoning powers to guide him, he made many
humiliating failures.

Image the "moor", the "fen", the "crag", the
"torrent", and "with the morn".

RECAPITULATION

Summarize the main thoughts and lead the pupils to bring out clearly the comparison between the traveller and the poet.

Give a brief account of the author's life.

LEAD, KINDLY LIGHT

(Third Reader, page 315)

AIM

To aid in the culture of a sensitive response to the spirit and language of the prayer.

TREATMENT

The teacher should read the poem aloud, to awaken respect for the deep humility, complete open-mindedness, and growing faith of the poet.

What may this poem be called? A prayer for
guidance.

Stanza I

What are the poet's feelings? He feels very
much depressed in spirit, as a traveller would
who was far from home and alone in the
gathering darkness.

Whom does he address as "Kindly Light"? Why
does he use the term "Light"? He may remember
that our Saviour called Himself "the Light of
the world", and it is as his "Light" or Guide
that the traveller feels his need of Him. He
may be thinking of the Pillar of Fire and the
Pillar of Cloud.

What image is suggested by the words "Lead,
kindly Light"? It suggests something that has
life (moves on before), and sheds a beneficent
light on the travellers' path.

What is meant by the "gloom"? It means the
condition of his mind. He is seeking Truth and
feels that he cannot rely on reason alone to
guide him.

What do the last two lines show about him? They
show that he is humble and is content to be
guided through the darkness "one step" at a
time.

Stanza II

What more do we learn about his life in the
second stanza? In what language is his former
"pride" contrasted with his present humility?
What is the meaning of "garish"? What part of
his life is called "the garish day"? Why is it
so called?

NOTE.--"Garish" means dazzling, and by "garish day" is meant the earlier care-free years when life seemed all brightness and the author felt perfectly certain of his ability to take care of himself.

What at times disturbed his life, even in those
"past years"? What made him hide these fears?
What is meant by saying "Pride ruled my will"?
What now is his prayer concerning these years?
Why does he want them put out of remembrance?

What is the relation of the second stanza to
the first one? It contrasts the author's
earlier attitude of mind toward God with what
it is in later years, thus emphasizing the
great change that has taken place in his life.

Compare the dependence depicted in the first
stanza with the strength described in the
second. In which case is the man really the
stronger? Account for the fact that when he was
strong, but not in his own strength, he really
felt his weakness more than when he was weak.

NOTE.--The higher his ideal, the smaller he sees himself; and the lower his ideal, the larger he sees himself. Observe also how the prayer to be led "on" reveals the man's progressive spirit. The unprogressive man would pray simply for safety and protection.

Stanza III

What lesson does the poet learn from the "past
years"? What confidence does this lesson give
him for the future? What phases of experiences
of life are suggested by "moor", "fen", "crag",
and "torrent"?

NOTE.--To answer this, there should be an effort to image a moor, a fen, a crag, or a torrent clearly. Then when the pupil sees the desolate, lonesome moor; the miry, almost impassable fen; the sharp, out-jutting crag which makes the ascent more forbidding and difficult; and the rushing, unbridged torrent which must be forded or breasted, even though it threatens destruction; it should be easy to relate these to the experiences in life which they typify, or represent.

How long does the poet believe this guidance
will last? In what words does he say that it
will last as long as it will be needed? What
does he mean by "the night"? Beyond "the
night", what vision does he see? Whose are
"those angel faces"?

What is the relation of the third stanza to the
second? It shows how the author's confidence in
the Divine guidance to be granted him during
future years is strengthened by the lessons
learned in former years.

The teacher should again read the poem aloud. This will impress upon the pupils, not only the truth and beauty of the poem, but also furnish an ideal to stimulate them in their preparation for the reading lesson which is to follow.