Then Dora went to Mary. Mary sat And looked with tears upon her boy, and thought 55 60 You know there has not been for these five years 65 And I will set him in my uncle's eye Among the wheat; that, when his heart is glad And Dora took the child, and went her way But when the morrow came, she rose and took 70 75 80 85 And answered softly, "This is William's child." "Do with me as you will, but take the child, And bless him for the sake of him that's gone." Got up betwixt you and the woman there. I must be taught my duty, and by you! You knew my word was law, and yet you dared So saying, he took the boy, that cried aloud Then Dora went to Mary's house, and stood But if he will not take thee back again, So the women kissed Each other, and set out and reached the farm. 125 The door was off the latch; they peeped, and saw The boy set up betwixt his grandsire's knees, Who thrust him in the hollows of his arm, 130 Like one that loved him; and the lad stretched out 135 I never came a-begging for myself, Or William, or this child; but now I come 140 145 'God bless him!' he said, 'and may he never know The troubles I have gone through!' Then he turned But now, sir, let me have my boy, for you Will make him hard, and he will learn to slight 150 His father's memory; and take Dora back, And let all this be as it was before." So Mary said, and Dora hid her face By Mary. There was silence in the room; And all at once the old man burst in sobs: "I have been to blame to blame. I have killed him but I loved him 155 I have killed my son. - my dear son. May God forgive me! I have been to blame. Then they clung about The old man's neck, and kissed him many times. And all his love came back a hundred fold; And for three hours he sobbed o'er William's child, So those four abode Within one house together; and as years 160 165 ADDITIONAL PIECES FOR STUDY If the foregoing pieces, in the opinion of the teacher, are not considered suitable or sufficient, others may be readily selected from the more common books of compilations. As additional pieces, the following are recommended: Longfellow's Victor Galbraith, Skeleton in Armor; Whittier's Barbara Frietchie, In School Days, Wreck of Rivermouth, Nauhaught the Deacon; Rogers's Ginevra ; Alice Cary's Picture Book; Celia Thaxter's Wreck of the Pocahontas. CHAPTER III THE NORMAN BARON AS A MODEL IN the preceding guide analysis, four points, or helps to a better understanding of a simple English poem, have been explained, with "The Wreck of the Hesperus model. as a Several poems by standard authors have been added, to be studied after the plan suggested. We pre We are now prepared to go one step farther. sent below a guide analysis with four other points added (III., IV., V., VI.) and fully explained. Longfellow's "Norman Baron" is selected as a model to illustrate the suggestive points added to the analysis. GUIDE ANALYSIS: THE NORMAN BARON I. Read the poem carefully and thoughtfully. II. Recite the story of the poem. III. Write a paraphrase of the piece. IV. Divide the piece into parts, or scenes: let them be fully realized, and described separately. V. Show the relation of the minor parts of the piece to the whole; i.e., study the harmony of the whole. VI. Give due attention to subordinate matters which illustrate the piece. VII. The study of the text. VIII. The author of the poem: Henry W. Longfellow. |