Mary Baldwin College - Bluestocking Yearbook (Staunton, VA)

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THE AUGUSTA SEMINARY ANNUAL. 6 LiterattJire Course, 1891. (Second Vear.) A COURSE OE LITERATURE in some Schools may mean a slight course of reading, the knowledge of a list of names of writers and their works, and a small ac- quaintance with Shakespeare, Milton, and a few other celeb- rities. The first week ' s experience at the A. F. S. proves that such is not the case here; and I think all who read of what we have done, or have tried to do, since last Septem- ber, will believe that our work is serious. Bacon first, was placed before us, and tried the mettle of every girl. Some found the contest was unequal and went back into the Junior class. Whoever has tried to understand ' ' The Advancemeyit of Leanmig , ' ' W sympathize with us in the terrors of our wrestle; by the help of various well known school girl devices for sharpening the wits, after several weeks of hard fighting, we triumphed, and felt ourselves conquering heroes. We turned wath lighter hearts to our next work, and began to feel a little confidence in our tested powers. We now studied Burke ' s Speech to the Electors of Bristol. Burke divides his subject into lour parts, taking up in turn the tour charges made against him: 1st. Neglect of his con- stituents. 2nd. His conduct in the affairs of the First Irish Trade Laws. 3rd. His opinion and mode of proceeding on Lord Beauchamp ' s Debtor ' s Bills. 4th. His votes on the late affairs with the Roman Catholics. This speech excitedin us a deep interest in the affairs of Ireland, in the laws against debtors, and the laws against the Roman Catholics. This awakened interest was further stimulated by the prepara- tion of essays on the following subjects, assigned to the different members of the class. Irish Legends and Superstitions ; St. Patrick and the Early Church ; Poetry Illustrating Irish Patriotism; The Irish Orators, Curran and Gratton; Home Rule in Ireland;

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4 THE AUGUSTA SEMINARY ANNUAL. Stopford Brooke ' s Literature Primer next engaged our at- tention, the progress of the language and of English prose and poetry until the time of Chaucer being carefully studied and S3 stematically reduced to tables. Several weeks were then spent in the company of Chaucer ' s pilgrims in ihe Can- terbury Tales, the Prologue being recited, while the various Tales were read as outside work. The elements of Chau- cer ' s poetry, his love of nature, his portraj al of the manners of the da3 and his representations of men and women were made points of particular notice during our reading, and afterwards were brought out in compositions on the various topics. An essaj on the Canterbiuy Tales completed our study. After a brief sketch of the interven- ing literature, Spe7iser ' s Faerie Queeiie was closely survei ' ed, the spiritual and historical allegories being carefully out- lined, while all references to his own times and to chivalry were dwelt upon, and his use of Biblical and mythological allusions, superstitions, and his peculiar versification held our attention. An essay, the theme of which was one of the subjects noted above, finished our study. The study of Shakspeare ' s play oi Richard III. was our next class work, the story being carefully recited. The three parts of Henry VI. and Bukver ' s Last of the Barons were read for the further development of the characters, while the historj of the Queens involved in the play was read from Miss Strickland ' s Queens of England, the chief points being given in class by the various girls. Other authorities were read, all increasing the interest in the different characters. A comprehensive review includes points upon Shakspeare ' s creations and his dramatic power, the development of his various characters, together with essays on the Two Little Princes and the Poet ' s Use of Foreshadowing and Irony. At the time our paper is sent to the press, w e are beginning Paradise Lost, which with a brief outline of the literature as far as the Restoration , brings us to the beginning of the second year ' s course. Lizzie D. Hanger.

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6 THE AUGUSTA SEMINARY ANNUAL. Irish Character as Illustrated in Fiction ; The Gordon Riots ; The Laws Against Roman Catholics; The Punish- ment of Debtors, in Fact and in Fiction. Our review of Burke consisted in an out-line of the Speech, and illustrations of his style from the Speech — ar- ranged according to Minto ' s plan. In the first summing up, we found that a few of the advantages of studying Burke were the culture of high and pure literary taste with the at- tainment of useful and liberal knowledge. When Burke wa laid aside, his life and his position as an orator having been duly discussed, we took up Anthony and Clcopab a. Last year some of us had studied and loved The Merchant of Venice. The Roman, noble, cour- ageous, high, unmatchable, as he was, and his Ser- pent of old Nile, did not fascinate us as did Portia and her lovers; but the play afforded ample food for thought. After tw o or three weeks of careful study of the text, came the review — (we feel that our reviews are not pro- perly emphasized in the catalogue,) in this we studied the external and internal evidences fixing the date of the play ; endeavored to find how closely the poet followed his author- ity, North ' s Plutarch, and to see how he shed over the whole the light of his genius and poetry. Then we drew up an out-line of the play, and wrote short essays showing the poet ' s use of Narrative, and Historical Perspective, studied particularly some of the characters, and after show- ing how skilfully Shakespeare discriminates in the uses of thou and you, we regretfully put our Shakespeares away. Thus we have first studied the greatest philosopher, the greatest master of prose, and the greatest dramatist, a noble trio, whose works in themselves furnish an education. After this we took up the History of Literature at the period we left off last year, — the Age ushered in by Drj ' -den. Of Dry den ' s Works we studied Afac F ecknoe and some of The Hind and the Panther, and memorized St. Cecelia ' s Day and Alexa7ider ' s Feast. Then we studied Pope ' s Meruni s in Pape of the Lock, and thanks to Thacker- ay ' s charming English Hzmiorists our hearts softened to the little Wasp of Twickenham. Now we gave a good deal of time to reading Addison, learned to love Sir Roger, and to