PLAN OF STUDY FOR 'PERFECT POSSESSION.

To attain to the standard of 'Perfect Possession,' the reader ought to have an intimate and ready knowledge of the following parts of the subject (let us suppose it is a play of Shakspeare's):

1. THE PLOT AND STORY OF THE PLAY.

(a) The general plot;

(b) The special incidents.

2. THE CHARACTERS: Ability to give a connected account of all that is done and most of what is said by each character in the play.

3. THE INFLUENCE AND INTERPLAY OF THE CHARACTERS UPON EACH OTHER.

(a) Relation of A to B and of B to A ;

(b) Relation of A to C and D.

4. COMPLETE POSSESSION OF THE LANGUAGE.

(a) Meanings of words;

(b) Use of old words, or of words in an old meaning; (c) Grammar;

(d) Ability to quote lines to illustrate a grammatical point.

5. POWER TO REPRODUCE OR QUOTE.

(a) What was said by A or B on a particular occasion; (b) What was said by A in reply to B;

(c) What argument was used by C at a particular juncture;

(d) To quote a line in instance of an idiom or a peculiar meaning.

6. POWER TO LOCATE.

(a) To attribute a line or statement to a certain person on a certain occasion;

(b) To cap a line;

(c) To fill in the right word or epithet.

The student ought, first of all, to read the play as a pleasure; then to read it over again, with his mind upon the characters and the plot; and lastly, to read it for the meanings, grammar, &c.

With the help of the above scheme, he can easily draw up for himself short examination papers (1) on each scene, (2) on each act, (3) on the whole play.

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EXAMINATION PAPERS.

[Several selected from the CIVIL SERVICE COMMISSION PAPERS.]

A (FIRST ACT CHIEFLY).

1. To what group of Shakespearian plays does Macbeth belong? Give the date.

2. What historical allusions are made in the play?

3. State the part performed by Macduff in the action.

4. Give the chief points of contrast between the characters of Banquo and Macbeth.

5. State by whom, and on what occasion, the following lines were uttered:

(a) Like valour's minion, carv'd out his passage.

(b) He shall live a man forbid.

(c) Are ye fantastical, or that indeed

Which outwardly ye shew?

(d) It is a peerless kinsman.

(e) They met me in the day of success.

(f) The love that follows us sometime is our trouble.

(9) False face must hide what the false heart doth know.

6. Give instances of Shakespeare's use of the prefix dis, as in disburse, disbench, etc.

7. Give instances of phrases in which the words proof, sooth, self (in composition), home, golden, work, and time are used.

8. Give a few examples of Shakespeare's use of the adjective with a condensed meaning or with a causal force.

9. Explain the phrase, trammel up the consequence.

10. Give some examples of Shakespeare's employment of the adjective as an adverb; and explain the reason.

B (SECOND ACT CHIEFLY).

1. Give a short account of the events in the Second Act.

2. What is the meaning that Shakespeare intends to give to the knocking in Scene ii.?

3. What is chiefly said and done in Scene iv.?

4. State by whom, and on what occasion, the following lines are

uttered:

(a) And such an instrument I was to use.

(b) Sleep, that knits up the ravelled sleave of care.

(c) The multitudinous seas incarnardine.

(d) Most sacrilegious murder hath broke ope

The Lord's anointed temple.

(e) And let us not be dainty of leave-taking.

(f) And yet dark night strangles the travelling lamp.

5. Annotate the above lines.

6. Give some instances of an adjective made out of a noun by the addition of ed.

7. Explain the word methought, and give other instances of the idiom. 8. Give some examples of Shakespeare's use of a = one.

9. Where are Scone and Colme-kill?

10. Give some examples of Shakespeare's third person plural in s; and explain why he uses it.

C (THIRD ACT CHIEFLY).

1. Give an account of what happens at the banquet in Scene iv.

2. What is Lennox's view of the situation?

3. State by whom, of whom, and on what occasion the following lines were uttered:

(a) Thou hast it now, king, Cawdor, Glamis, all.

(6) He hath a wisdom that doth guide his valour.
(c) Shoughs, water-rugs, and demi-wolves are cleped
All by the name of dogs.

(d) After life's fitful fever he sleeps well.

(e) As broad and general as the casing air.

(f) And you all know, security

Is mortal's chiefest enemy.

4. Annotate the above lines.

5. Give the meaning and instances of Shakespeare's use of still, for, a (=on), and cloudy.

6. Mention some examples of Shakespeare's use of with by.

=

7. Give the meaning of the phrases: From my commission; in his life; my near'st of life; the common ear; impostors to.

8. Give a few examples of Shakespeare's employment of prolepsis. 9. Write down some examples of participles in ate.

10. What is the dativus ethicus? Give some instances.

D (FOURTH AND FIFTH ACTS CHIEFLY).

1. What persons are shewn to Macbeth by the witches?

2. Give a short account of the dialogue between Malcolm and Macduff. 3. Contrast, as fully as you can, the feelings of Lady Macbeth before the murder of Duncan, and afterwards, in the sleep-walking scene (Act V. i.). Quote where you can.

4. What effect has his crime produced upon the mind of Macbeth, especially in his social relations?

5. State by whom, of whom, and on what occasion the following lines were uttered:

(a) The flighty purpose never is o'ertook,

Unless the deed go with it.

(b) He wants the natural touch.

(c) Angels are bright still, though the brightest fell.

This push

Will chair me ever, or dis-seat me now.

(f) The tyrant's people on both sides do fight.
(g) Your son, my lord, has paid a soldier's debt.

6. Annotate the above lines.

7. Give some instances of hybrids, like bodements.

8. Explain and give examples of Shakespeare's use of mortal; head; to friend; imperial; so; wear; and motives.

9. What allusions occur in this play to touching for the King's Evil? Explain them.

10. Explain the following words, and give examples of Shakespeare's use of them: Mated; sagg; oblivious; speculation; dusty; avouches; harness; kernes; and score.

Edinburgh:

Printed by W. & R. Chambers.