Chapter IX: Introduction

Review briefly the Scriptural account of Joseph's life, and particularly the story of the visits of his brethren to Egypt to buy corn. Note especially the following points:

1. The famine in the land of Canaan; the first visit of Joseph's brothers to Egypt; their interview with Joseph; the detention of Simeon; Joseph's demand that Benjamin be brought down.

2. The return to Canaan; Jacob's refusal to let Benjamin go down into Egypt; Judah's becoming surety for his safe return.

3. The second visit of Joseph's brethren to Egypt, this time with Benjamin; their entertainment by Joseph; their homeward journey; the discovery of the silver cup in Benjamin's sack; their return to Joseph.

GENERAL ANALYSIS

After the selection has been read, the teacher should proceed by some such method as the following:

With what does the passage deal? Judah's
entreaty to Joseph for Benjamin's safe return
to his father, and the effect it produced.

Into how many parts is the selection naturally
divided? Into three parts, corresponding to the
paragraphs as given in the Reader.

What is the principal idea in each part?

1. Joseph's decision to keep the offender as a
bondman. (Paragraph I)

2. Judah's supplication to Joseph that Benjamin
be permitted to return for his father's sake.
(Paragraph II)

3. Joseph's revelation of his identity, and the
provision he makes for the maintenance of his
kindred. (Paragraph III)

DETAILED ANALYSIS

Paragraph I

Why did Joseph's brethren fall "before him on
the ground"? Prostration is the Eastern mode of
signifying profound respect, complete
submission.

What is the meaning of "divine"? In this sense,
to look into the future; to see what is hidden
from ordinary people.

Does Joseph claim explicitly to have this
ability? No, he merely suggests it, probably to
impress them with the idea of his power.

What does Judah mean by "the iniquity of thy
servants"? Doubtless he has in mind the wrong
that they committed years before, in selling
Joseph to the Ishmaelites and deceiving their
father. Verses 21 and 22 of the 42nd chapter of
Genesis go to show that the consciousness of
this sin was ever before them.

What was Judah's attitude toward the accusation
brought against them? He frankly confesses the
guilt of all--not of Benjamin only.

Why do you think he adopts this attitude, when
he must have been sure that all were guiltless?
He perhaps believes that they are victims of a
conspiracy, the object of which is to place
them in the power of this Egyptian governor,
and he thinks that this submissive attitude is
best calculated to secure mercy at his hands.

How do you account for Joseph's apparent desire
to keep Benjamin in Egypt, with himself?
Probably he thinks this the best means of
inducing his father, Jacob, to come to Egypt.
However, he may not really intend to keep
Benjamin at all. He may be making the threat
only to test Judah. It may be remembered that
it was Judah who had counselled the selling of
Joseph years before. Joseph may now be trying
to see if Judah is the same kind of man he was
when the selling into Egypt took place--whether
he will sacrifice Benjamin in this extremity as
he sacrificed Joseph himself.

If the latter is Joseph's object, how does the
experiment succeed? It proves that Judah is a
different man, that the years that have elapsed
have produced a remarkable change in his
character.

Paragraph II

Of what does Judah's entreaty largely consist?
Of a recital of the governor's orders and of
Jacob's attachment to Benjamin, the son in whom
all the thoughts, hopes, and desires of his old
age are centred.

Upon what does Judah lay the greatest emphasis?
Upon the effect that Benjamin's detention will
have upon his father. Evidently the brothers
are very anxious to spare their father any
unnecessary grief and pain.

For what purpose is the whole speech specially
adapted? To stir the emotions. It is suited to
appeal to the feelings of anybody, but,
particularly, to the feelings of Egypt's
governor, though his identity is still unknown.

Which are the most pathetic sentences? The two
beginning with, "And we said unto my lord, We
have a father, an old man", and "Now,
therefore, when I come to thy servant, my
father, and the lad be not with us".

What features of the speech would make the
strongest appeal to Joseph? The reference to
his father's old age and his attachment to
Benjamin; his belief in Joseph's untimely end;
the blow that separation from Benjamin would
involve; Judah's willingness to sacrifice
himself.

What light does the speech throw upon Judah's
character? It shows a capacity for intense
feeling, a deep devotion to his father, and a
spirit of self-sacrifice. It might indicate
also a shrewd knowledge of human nature, for he
apparently knows how to present the case in the
most effective manner.

What is the meaning of "thou art even as
Pharaoh"? Thou art as mighty as the king of
Egypt.

Explain "thy servant became surety for the lad
unto my father". Judah had given Jacob a
guarantee that Benjamin should return safely.

Select any figurative expression and give its
meaning. "Thy servants shall bring down the
gray hairs of thy servant our father with
sorrow to the grave." The blow which separation
from Benjamin would involve will cause the aged
father to die of a broken heart.

What are the main characteristics of the
supplication? The language is simple and
direct, the feeling is of the loftiest
character, and the whole speech is highly
eloquent. If the test of true eloquence is the
intensity of the appeal it makes to worthy
emotions, this passage may well be regarded as
one of the most eloquent in all literature.

Paragraph III

Did Joseph purposely select this as the most
fitting moment to reveal himself? No. He
revealed himself because he could not help it
and because Judah's appeal had so worked upon
his feelings. The first sentence of the
paragraph indicates this.

Why did he send every man away except his
brothers? He did not wish others to see his own
lack of self-control or his brothers' shame and
embarrassment. Moreover, it was a solemn
situation, too sacred for vulgar eyes to gaze
upon.

We are told that he "wept aloud", that "he fell
upon his brother Benjamin's neck, and wept",
that "he kissed all his brethren", etc. Is he
unduly demonstrative? Eastern people are much
more emotional and demonstrative than Western
people.

Why did he have to repeat his assurance that he
was Joseph? The first announcement was so
amazing that it seemed incredible to them.
Moreover, all his previous communications had
been through an interpreter and, no doubt,
their amazement was increased by hearing him
address them in their own tongue.

Upon what ground did Joseph tell his brothers
that they should not blame themselves for
selling him into Egypt? Upon the ground that
God had brought good out of the evil they had
done.

Is he quite right in telling them that they
should not be grieved for the wrong they did
him? They were free agents; God did not will
that they should sin, though He brought good
out of it. From this point of view Joseph is
wrong. But he doubtless sees that his brothers
have long ago repented their action and does
not wish them to continue to blame themselves.
His assurance is no doubt prompted by a noble
generosity induced, to some extent, by Judah's
appeal.

What seems to be Joseph's dominating motive?
His love for his father. His repeated
references to him show this.

We can understand his desire to provide for his
father and Benjamin, but why for his brothers
who had wronged him? Partly for his father's
sake, perhaps. It was natural, in those
patriarchal days, that Jacob, if he migrated to
Egypt, should wish his family to do the same.
Besides, Joseph sees that his brothers are
changed men.

What inducements does he hold out to them? He
shows them that his own power in Egypt is
sufficient to protect them; he promises them
the fertile land of Goshen, with sufficient
food for themselves and their flocks and herds;
and he points out that five years of famine are
yet to be in the land, and that they must
inevitably suffer if the invitation is
rejected.

Joseph frequently draws attention to his power
in Egypt. Is he at all vain-glorious? No, he
does this to assure his brothers that the wrong
done him years before has had, through the
goodness of God, a beneficent result; to show
them that it has not been all suffering in his
long exile; and to induce his father to come
down to Egypt.

"After that his brethren talked with him."
About what would they probably talk? No doubt
Joseph would ask many things about what had
occurred in Canaan since he left, and would
give his brothers an account of his own
experiences in Egypt.

Does it not seem strange that Joseph, during
all these years, should never have taken
measures to find out how his kindred fared, or
to assure them that he was still alive? He was
probably ever looking forward to such a
situation as this, confident that the dreams of
his boyhood would still be realized. It was,
perhaps, this belief in the ultimate fulfilment
of his dreams that had kept him silent during
these years.

What qualities of character does Joseph show in
his speech? A spirit of noble generosity and
forgiveness, filial devotion, and a desire to
find good in the midst of seeming evil.

Point out passages that indicate these
qualities. What admirable characteristics does
the whole selection exhibit? Simplicity,
directness, and eloquence of language, noble
emotion, loftiness of character, and high
ideals.

As a final synthesis of the lesson, let the pupils tell the story in their own words, preserving, as far as possible, the same order of ideas as is followed in the extract. This will reveal to the teacher whether they have grasped the ideas in their proper relationship.

MERCY

(Fourth Reader, page 89)

THE SETTING OF THE SELECTION

This selection is taken from Shakespeare's play _The Merchant of Venice_, iv. i. In this play, Shylock, a Jew of Venice, had loaned Antonio three thousand ducats, repayable on a certain date without interest, but if not so paid, Antonio was to forfeit a pound of flesh from such part of his body as pleased the Jew. Antonio, not being able to pay the money as agreed, Shylock sued for the fulfilment of the bond, and in court refused to accept even three times the amount borrowed, insisting on a pound of the merchant's flesh. According to the law, there appeared to be no help for Antonio, but the judge, Portia, asked Shylock to show mercy. To this he answered, "On what compulsion must I? Tell me that." This selection is part of Portia's reply to Shylock's question. The teacher should relate to the pupils the outline given above.

ANALYSIS OF THE THOUGHT

1. The qualities of mercy:

(1) It is not forced.
(2) It is gentle.
(3) It carries a twofold blessing.
(4) It is the most powerful attribute in men of might.
(5) It is divine in its nature.

2. Where mercy is found:

(1) It is found "enthroned in the hearts of kings".
(2) It is found as a Divine attribute.

3. The results of showing mercy:

(1) It adds strength to strength.
(2) It makes man God-like.

Question, in order to develop the analysis of
the thought, and write on the board the topics,
as given by the pupils.

THE DIFFICULTIES

Quality of mercy. The nature of mercy is not
strained, is not forced. When the Jew asks
"Upon what compulsion must I?", Portia answers
that compulsion has nothing to do with mercy.
It is not in the nature of mercy to be a result
of compulsion.

Mightiest in the mightiest. This is capable of
a double interpretation--(1) the quality of
mercy in a man of great power must be strong in
proportion as his power is great. (2) Mercy is
at its greatest when exhibited by the greatest.
Portia would wish to convey the first meaning,
as that would have the more weight with
Shylock.

Becomes the throned monarch. The possession of
this quality makes a man more truly kingly than
the mere wearing of a crown.

Sceptre. The symbol of the monarch's authority.

Temporal power. Power which belongs to this
world only.

Mercy--is enthroned in the hearts of kings. The
"hearts of kings" are for mercy what the throne
itself is for a king--the most exalted position
he can occupy.

Mercy seasons justice. Mercy tempers justice,
rendering it less severe and making it more
acceptable and pleasing.

Develop the meaning through Illustration, when
possible. For example, to teach the meaning of
"seasons" in "mercy seasons justice", lead the
pupils to use the word seasons in such
sentences as: We season our food with spices.
Lead, from the meaning in common or familiar
use, to its use in the lesson. Avoid mere
dictionary meanings of words. Teach the use of
the word where it is found, never one of its
meanings apart from its use.

THE ARGUMENT

There is no compulsion in mercy. Its course is
always from the higher to the lower. It is a
blessing to both giver and receiver. The
greater the mercy shown, the greater will be
the giver. To show mercy does more to make a
monarch kingly than does his crown. The one
stands for the exercise of authority and power
commanding obedience and awe; the other comes
from the heart and reveals the character. It is
more than kingly, it is God-like; for in
exercising it, man's power becomes more like
God's than in any other way.

Develop the above argument by questioning. Sum
up the result by requiring the whole argument
to be given by a pupil orally in his own
language. Finally, require the pupils to write,
as forcibly as they can, the whole of Portia's
argument.

The remainder of Portia's speech as given in
the play may also be given to the pupils. In
that case, the remainder of the argument should
be given as follows:

You demand justice, Jew. Even so, require it as
you hope Heaven may require it of you. Consider
that mercy is necessary to salvation, and
remember that, as we all pray for mercy, that
fact itself requires us all to show the deeds
of mercy.

The speech containing this part of the argument
is as follows:

Therefore, Jew,
Though justice be thy plea, consider this,
That, in the course of justice, none of us
Should see salvation: We do pray for mercy;
And that same prayer doth teach us all to render
The deeds of mercy.

"We do pray for mercy", refers to the general
prayer of humanity for mercy. To have limited
its reference to the petition for mercy in the
Lord's Prayer would have weakened its force to
the Jew.

MORNING ON THE LIEVRE

(Fourth Reader, page 228)

ASSIGNMENT

1. The teacher should explain to the pupils that the Lievre River (pronounced Lee-eh-vr) runs through a deep gorge in the height of land on the Quebec side of the Ottawa River, into which it flows not far from the Capital. In some places, the banks of the Lievre rise abruptly to a great height; at others more gradually, the slope being covered with a thick forest growth. As the river nears the Ottawa, the banks become much lower. The scenery, whether viewed from the height above or from the river below, is very beautiful.

2. The teacher should ask a few questions which can be answered easily from the pupil's own reading of the poem, for example:

From what position does the author first view the scene? What things in the scene appeal to each of the pupils as the most beautiful? Describe the incident mentioned in the last stanza. State in a single sentence the subject-matter of the whole poem.

TREATMENT

The pupils' answers to the questions given when the lesson was assigned should be dealt with first.

Stanza I

What first attracts the author's attention as
he looks upward? What makes us feel how high up
the banks the mist extends? What part of the
mist appears most beautiful? Why? To what is it
compared? How does this comparison affect our
impression of (1) the colour of the mist; (2)
the height of the mist? Does the comparison
make the meaning clearer? Is the comparison
apt? Is it beautiful?

NOTE.--When a blacksmith cools the red-hot iron in a tub of water, vapour rises to the roof of his shop. The blaze from his forge shining on this mist produces the colours mentioned. The amethyst is a precious stone, clear and translucent, with a colour inclining to purple. The presence of coal dust or smoke in the vapour would help to produce the colour of amethyst. The same effect would result, if some smoke or dust were mingled with the mist where the sun's rays reach it at the top of the gorge.

"Screams his matins to the day." What is meant?
What idea does the author wish to convey by
this mention of the bird? Out of hearing "of
the clang of his hammer" gives a strong
impression of the great height of the gorge. Of
what "giant" are we made to think? What is
meant by "skirts of mist"?

The teacher's reading of this stanza, a part at a time, if it is taken up in that way, or all at once, should aid much in impressing upon the minds of the pupils the wonderful beauty of the scene described, and this is the main purpose of the lesson.

Stanza II

The author is paddling down the river. Describe
the movement. What shows that the mist has
risen from the surface of the water? What
indicates the calmness of the river? What
things connected with himself does the author
show to be in harmony with the scene? How does
he indicate the harmony in each of the
following: The motion of his canoe, the surface
of the water, his own activity, the force of
gravity, the character of the morning, and the
forest life? We should expect him to dip his
paddle very quietly, if he felt the calmness of
the morning, but to show that the "silence"
pervades all nature, the very drops of water
from the paddle blades seem to fall gently, in
sympathy with the spirit of silence reigning
all around. What are the "river reaches"? The
reach is the stretch of the river between two
bends. How are they "borne in a mirror"? The
high cliff-like banks are mirrored in the
surface of the water. Explain the colour
"purple gray". It is the colour of the image of
the banks in the water. What is meant by "sheer
away"? It means that the "river reaches" curve
away like a winding road. Try to see the
picture of the winding river, apparently
growing smaller as it passes curve after curve.
As it seems to recede into the distance, the
surface of the river forms a "misty line of
light", just before it melts into the shadows
of the forest. Where do the forest and the
stream seem to meet? What does the word
"plight" suggest about their meeting? What
suggests a meeting-place out of sight? Why is
the meeting represented as taking place in the
shadow? Now what is described in the second
stanza?

"As a cloud", "like a dream". Do these make the
meaning clearer? Explain. Are these comparisons
apt? Show the fitness of "silvery", "crystal
deep", "asleep".

Stanza III

As the author goes farther and farther down the
stream, the river runs more slowly. How is this
shown? What shows that the little creek runs
very slowly into the river? How does the author
say the creek is winding? Why would not the
same word "curling" do to show that the river
was winding through the gorge? What are we told
about the mouth of the creek? See those sunken
wrecks down in the water. What are they like?
What shows you that they are very large tree
trunks? What starts the ducks? See them as they
rise out of the water. Make a drawing to show
their position. The drawing should show them
flying in the shape of a horizontal letter V,
as wild ducks fly. What words show you that
they keep this position unbroken? Hear them as
they fly off at their utmost speed. Why such
haste? What makes the "swivelling whistle"?
This is the noise they make as they fly.
Imagine a whistle to be set whirling around as
it whistles. The change in the sound due to the
whirling motion of the whistle might be called
a swivelling whistle. See them go, led through
the shadow. Hear them, as they disappear behind
a rocky point ahead. What is meant by their
"whirr"? What has made us forget all about the
beauty of the silent morning? What effect did
this silence probably have on the poet's
judgment of the noise made by the ducks? Now
what is described in the third stanza?

Consider the fitness of the words "lazy",
"sucks", "bleeds", "sneak", "swept", "splashy".

SYNTHESIS OF THE WHOLE BY CORRELATING THE LESSON WITH ART

1. Make a sketch of the scene in the first
stanza, showing the rocky, high, forest-covered
banks, with mist rising along the slopes, and
the man in a canoe on a small stream below.

2. Make a sketch of the scene described in the
second stanza, showing the winding river, with
its high banks appearing to meet in the
distance, the man in his canoe in the
foreground, and over all the dim light of early
morning.

3. Make a sketch of the ducks rising from the
water. Show the reeds at the mouth of the creek
and the rocky spur toward which the birds are
heading.

THE LIFE OF THE AUTHOR

As it is not necessary to know anything about
the author to fully understand this poem,
nothing should be said about his life until the
pupils become interested in him through their
interest in what he has written. Then teach the
main points in his life. See sketch of his
life, at the back of the Manual on _The Ontario
Readers_.

DICKENS IN THE CAMP

(Fourth Reader, page 287)