SUGGESTIVE QUESTIONS In giving these Suggestive Questions the editors do not intend to encroach upon the province of the teacher, but to assist those teachers who will find such suggestions helpful, and to economize time that must otherwise be consumed in dictating or writing questions for class study. Without some such directive hints, very few young students are able to read a play of Shakespeare understandingly. They may easily discover the story involved in the drama, but they often fail to get the meaning of individual speeches, to see the subtle relations in the interplay of characters, and to understand the dramatic purpose of certain scenes and speeches, all of which is necessary for intelligent reading of Shakespeare. In order that pupils may answer these questions satisfactorily, it will be necessary for them, not only to examine the text closely, but also to read carefully the different sets of notes in which historical, grammatical, and metrical points are explained. These Questions are not intended to be exhaustive, but simply suggestive; teachers will wish to supplement them by additional queries and topics. It is well to require written answers to some questions, both for the sake of cultivating the pupils' power in expression, and also to secure close attention to the text. 184 Points to be considered throughout the entire study of the play : a. The historical basis. b. Dramatic incidents and their purpose. c. Manifestations of character and motive in the various dramatis personæ. d. Figures of speech. e. Allusions. f. Unusual words and expressions, obsolete or archaic words, etc. g. Grammatical and metrical peculiarities. A. The dramaic setting of each scene as to (1) time, (2) place, (8) occasion for the action. ACT 1 SCENE I.-What classes of Romans are introduced in this Scene? For what do the Tribunes reprove the people ? Discover what the entire scene shows as to the attitude of these Tribunes towards Cæsar and passing events. What characteristics are displayed by the Commoners? Can you account for Shakespeare's not naming the Commoners, but referring to them by numbers? Explain "sign of your profession." Does it refer to a Roman custom ? Discover all the puns and other humorous strokes in the scene. Supply ellipses in lines 3, 5, 30, 48. What was the nature of a Roman triumph? How many were decreed to Cæsar? Which one is referred to in this scene? What was the feast of Lupercal? Express in plain language: "In respect of a fine workman." "All that I live by is with the awl." "As proper men as ever trod upon neat's leather." Give in clear prose the substance of the last four speeches in the scene. Why are the citizens addressed sometimes as thou, some times as you? (See notes on Grammatical Peculiarities, p. 168.) Can you account for the use of prose in parts of this scene? For the sudden change to poetry? What is the rhetorical effect of the short line, 55 ? What belief is suggested in line 57 ? How does this scene prepare for subsequent action? Mention passages which look forward. SCENE II. Give in brief outline the action of this scene. Make a careful, discriminating study of the character, purposes, and motives of Brutus and Cassius, as herein displayed. How does Cæsar appear in this scene? Is there a dramatic purpose in putting the words in line 19 into the mouth of Brutus ? Express in plain language lines 35-36, 37-47, 71-78, 86-87, 90-131, 304-306, 312-319. Give Casca's story. What is Cæsar's opinion of Cassius ? What is the dramatic purpose of the words "Except immortal Cæsar," line 60 ? Discover other significant expressions which are put into the mouth of Cassius. What incident in Scene II. is a sequel of the action in Scene I. ? Explain the allusion in line 140. Cf. IV., 3, 218–221. Infer the habits of Antony from this scene, and find all the confirmatory passages in later scenes. What word put into the mouth of Brutus is made the key-note to his character? Follow this thread through the play. SCENE III.. first scene? What is the time interval between this and the Describe the nature background of this scene; state its dramatic purpose, and comment on the artistic skill displayed. Name the prodigies; also old beliefs. How are the different characters affected by them? Give Cassius's description of the Romans; do his words sound like those of a friend of the people? What steps in the conspiracy are taken in this scene? Express in plain language: "they are portentous things Unto the climate that they point upon." Men may construe things after their fashion." "Be factious for redress of all these griefs." "The complexion of the element." "One incorporate to our attempts." Explain allusion in line 159. Supply ellipsis in line 40. How do you interpret Cassius's words, "Poor man !"? SCENE I. lines 10-34. ACT II Give in clear prose the self-communing of Brutus, Is his reasoning sound? Show its bearing upon Cæsar's rule and upon the question of the justice of the conspiracy. Trace the connection between line 37 and Act I., Scene III. What is the dramatic purpose of Brutus's question, line 40? Express in plain language lines 63-69, 77-85, 98-99. Why does Brutus object to the conspirators' taking an oath? Repeat the discussion concerning Cicero, and infer from it characteristics of Brutus and Cassius; also the attitude of the other conspirators toward Brutus. How is this further shown in the discussion concerning Antony ? How does Shakespeare indicate that Cæsar's character is weakening? Show the dramatic purpose of this. Give in plain language the substance of Portia's protest and appeal. Narrate the episode with which the scene closes. SCENE II. With what other scene does the first line connect this one? Collate and compare the prodigies mentioned in the (In Hamlet, I., 1, Shakespeare has again reported these portentous omens.) two scenes. How does Cæsar appear in this scene? |