e 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.

The same from the point of view of one of the listeners.

How did the orator try to arouse the interest and emotion of his
audience in his introductory paragraphs?

Webster's ideal for the monument.

The emotions that Webster appeals to in his address to the veterans.

The character of Warren.

The