Mary Baldwin College - Bluestocking Yearbook (Staunton, VA)

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THE AUGUSTA SEMINARY ANNUAL. 3 Literature Course, 1891. (RIRSX YEAR.) T HE WORK OF OUR CLASS, though comprehen- -■- sive and at times requiring close study, has been so interesting that we cannot connect with the study of our daily lessons the dull school hours, which school girls some times speak of when the} ' have disagreeable tasks. The first three months of school were occupied with Welsh ' s Coiuplcte Rhetoric, an outline of each chapter being considered a part of the daily lesson; frequent short compo- sitions were written to illustrate the various principles learned from our text book, while at the same time themes were assigned, the preparation for which required much reading and thoughtful consideration. Various subjects from Te7iny son ' s Idyls of the King aroused our interest in the early Keltic stories. Then we gave all our thoughts to the Anglo-Saxons, reading in connection with the class work Harold and Hcreivard from which materials were gathered for the essaj s on various phases of life among the Anglo- Saxons. The Anglo-Saxon language, the language of our forefathers, came next in the regular course. We read from SweeV s Primer xzxxoViS selections firom Alfric ' s Lives of the Saints, translations of the Bible, and the Old Chronicle. Dr. Morris ' Eleineyitary Lesso7is in Historical English Gram- mar, in connection with the Anglo-Saxon, gave us a new knowledge of our mother-tongue, while OliphanVs Old a?id Middle English and SkeaCs Etymological Dictionary excited the deepest interest in investigating the origin of many of our common English words; we now made our own happy discoveries and noted the derivations and rela- tions of many words. A general review of our study was confined to a thesis (for so we liked to call our little books) upon the Anglo-Saxon language, in these theses all points of interest and importance being dwelt upon. Their length was somewhat inordinate, but I am sure no one can look back with anything but pleasure upon the hours spent in compiling our history of the language.

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2 THE AUGUSTA SEMINARY ANNUAL. The essays on Chaucer, Shakespeare, Burns, and Scott belong to the class work, and are fair samples of what is done in the Literature Department. The review of the Lit- erature work of the year gives some idea of what we have been doing in this department and testifies that all of school life is not play. We wish to thank the following members of the class for their interest and assistance, as they have all made con- tributions, though their names are not signed : Misses Ir- win, Simpson, Anderson, Butt, Haygood, Jones, McCreery, and Morton. As we hope that our paper will find its way into the homes of the old girls who have not forgotten the Seminary, we have taken particular pains to find out as much as we can about those who have been here within the past six or eight years. Many of the names have been changed, as the Marri- age lyist will show, yet we think the old girls must have a warm feeling for everything connected with their school life, and trust they will be interested in the Changes which have taken place here within a few years. It is not, however, only the old girls whom we desire to please, but all who are interested in our work. In conclusion, we will say, in the words of him whom we have studied : Goe, little Booke, thyself present, A child whose parent is unkent. And if that En vie baike at thee, As sure it will, for succour flee, And when thou art past jeopardee, Come tell me what was sayd of mee, And I will send more after thee. Edna Baer.

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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.