II. Birth and Early Life.-Born at Edinburgh, 15th August 1771-His father a W.S.; of an old Border family, the Scotts of Harden-A delicate child. III. Education and Choice of Profession.—(1778) Goes to High School of Edinburgh; an idle scholar, fond of story-telling; a poet at twelve-(1784) Goes to the University-Apprenticed to his father as Writer to the Signet (1781) Joins the Speculative SocietyBecomes acquainted with Jeffrey-(1792) Called to the Bar. IV. Career.-Moderate success at the Bar-Collects Border ballads-Translations from Goethe-(1797) Marries Miss Carpenter - Made Sheriff of Selkirkshire (1802) Publishes the Border Minstrelsy—(1805-1815) Poems published—(1810) Becomes a publisher—Purchases Abbotsford-(1814) Waverley (first novel) published-Two or three novels published every year till 1825—(1826) Failure of Constable; Scott ruined -(1827) Acknowledges the authorship of the Novels -Works hard to repay his creditors, clears off £76,000 in four years. V. Death.-Injures his health-(1831) Stroke of paralysis -Goes abroad-Returns to Abbotsford to die, 21st September 1832-Buried in Dryburgh Abbey, 26th September. VI. Character.-As a novelist-as a poet-as a man--great courage and determination in the face of adversity. 2. Samuel Johnson. 3. Addison. 4. Raleigh. 5. Cromwell, 6. Pitt. 7. Clive. 8. Alfred the Great. 9. Charlemagne. 10. Napoleon Bonaparte. 11. Wallenstein. 12. Joan d'Arc. 13. Mary Stuart. 3. HISTORICAL NARRATION. Historical Essays relate the successive incidents of a historical event, or the leading transactions in a period, as wars, battles, sieges, revolutions, etc. GENERAL OUTLINE. I. Introduction.-The historical connexion of the event, the occasion, time, and place of its oc currence. II. Narrative.-The incidents in the order of their occurrence, description of important places, and persons, connected with it. III. Result.-Whether successful in accomplishing the objects of its promoters. IV. Reflections.--On the general character and consequences of the event as a whole. Exercise 93. Write historical essays on the following subjects:- I. Introduction.-Events which led up to the conquestEdward the Confessor, a Frenchman by education and long residence in France-A weak ruler-Introduced French friends and habits in England-Visited by Duke William-His character and designsHarold's alleged oath to William-Death of Edward, 5th January 1066. II. Narrative.-Harold proclaimed king-Disappointment of William-He resolves upon invasion-His preparations His forces, archers, mailed pikemen, knights in armour-The Pope blesses his banner— Invasion of Tostig and Harold Hardrada in the north -Battle of Stamford Bridge (25th September)—The Normans land at Pevensey (29th September)-Alarm of Harold-Marches southward to meet them-Battle of Senlac, near Hastings (14th October)-Valour of the English-William's horse killed, and he reported dead-The Normans give way, but William reappears and rallies them-Flight of Norman arrows -Harold struck down-The English feign flight-It becomes real, and William is conqueror--Harold buried on the beach (afterwards in Waltham Abbey). III. Result.-William marches to Dover-Indecision of the Witan-William ravages the country around London -He is offered the crown by Stigand and others— Crowned on Christmas day. IV. Reflections.-Change of dynasty-New nobility-England prepared for the changes-Effect on laws, manners, customs, language, and literature. 2. The Danish Rule in Eng- 9. The Destruction of Jeru land. 3. The Barons' Wars. salem. 10. The Battles of Philippi. 4. The French Wars of Ed- 11. The Relief of Leyden. ward III. 5. The Wars of the Roses. 6. The Civil War. 12. The French Revolution. 13. The American War of Independence. 7. The Battle of Bannock- 14. The Indian Mutiny. burn. 8. The Siege of Acre. 15. The Franco-German War (1870-71). SECTION III.-DISCURSIVE ESSAYS. A Discursive Essay treats of an abstract subject. It contains a connected series of reflections and remarks upon it, without following any uniform plan of treatment. A separate outline of heads must therefore be prepared for each subject. Exercise 94. Write discursive essays on the following subjects: EXAMPLE. On Amusement. I. It is a great mistake to suppose that amusement should form the business of life. II. The original meaning of the terms amusement, relaxation, and recreation, may convince us of this. III. That which is made the business of life ceases to be amusement. IV. Rich and poor must be employed, or be unhappy. I. It is very often taken for granted by young people, that amusement is the principal object of life; and this opinion is frequently carried to so great an excess, that pleasure seems to be the ruling principle which directs all their thoughts, words, and actions, and which makes the serious duties of life heavy and disgusting. Such an opinion, however, is no less absurd than unhappy, as may be shown by taking the other side of the question, and proving that there is no real enjoyment without labour. II. The words commonly used as synonymous with amusement, are relaxation and recreation; and the precise meaning of these words may help us to take a correct view of this subject. Amusement signifies an occasional forsaking of the muses, or the laying aside of our books when we are weary of study. The idea of relaxation is taken from a bow, which must be unbent when it is not wanted, that its elasticity may be preserved. Recreation is the refreshing of our spirits when they are exhausted with labour, that we may be ready, in due time, to resume it again. From these considerations it follows, that, to use a common expression, as the idle man has no work, he can have no play; for how can he leave the muses, who is never with them? how can he be relaxed, who is never bent? how can play refresh him who is never exhausted with business? III. All rest presupposes labour: hence, when amusement becomes the business of life, its nature is changed. He that has no variety, can have no enjoyment: he is surfeited with pleasure, and in the bitter hours of reflection, would find a refuge in labour itself. Indeed, it may be observed, that there is not a more miserable being, than a young person who has nothing to do but find out some new way of putting off time. IV. We sometimes hear it said of poor men, that if they do not work, they shall not eat; and a similar remark may be made upon the rich, who, if they are not in some respect useful to the public, are almost sure to become burdensome to themselves. A blessing goes along with every useful employment: it keeps a man on good terms with himself, and consequently in good spirits, and in a capacity of being pleased with every innocent gratification. As labour is necessary to procure an appetite to the body, so must there be some previous exercise of the mind to prepare it for enjoyment. Indulgence on any other terms is false in itself, and ruinous in its consequences. 1. On History. I. History a most interesting and useful branch of study. II. History a representation of human character; the record of human experience. III. The various kinds of information which we derive from the study of history. IV. Some of the great moral lessons which history teaches.* * It may at first be necessary for the Teacher to assist his Pupils in amplifying these heads. He may also suggest examples, and other illustrations, especially when they occur in the course of their ordinary studies. |