How do we become acquainted with the characters?
Find several passages where the author interrupts the flow of her story to make explanations for our benefit (for example, pp. 100-101).
STYLE.--Does the author use the language of her own time?
To what extent does she make use of dialect?
Is the language of the characters consistent with the author's description of them? Note the difference in choice of words and grace of expression when the author speaks in her own person, and when she speaks through the mouth of one of her characters.
Find passages that express humor (pp. 201-203), pathos (pp. 67-69), satire (pp. 184-185).
THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of George Eliot's early home? education? religious experiences? life while manager of the house at Griff? life at Coventry? early literary work? first attempt at novel writing? success as a novelist?
Would you judge from this book that she was fond of social life? simple country life? animals? children? books? Give your reasons.
How do you suppose she knew how to describe the horse sale? the evening at the Rainbow?
COMPARISON.--Is our interest in this book chiefly in the setting? in the plot? in the characters? in the idea? in the style? or in all of these factors equally?
Compare _Silas Marner_ in these five particulars with _Ivanhoe_ and with _The Vicar of Wakefield_.
Much has been said, and said with force, about the impossibility of _teaching_ literature. But while many believe that certain kinds of literature can be taught with marked success, they are apt to feel the force of the above contention when they attempt to teach poetry.
It is, of course, comparatively easy to make clear the main idea of a poem, the facts of the plot, the details of the setting, and the characteristics of the actors; but the score of artistic touches that make the poem great cannot be taught, any more than can the beauty of a flower. To be sure, some pupils may appreciate these touches, and appreciate them because of the instruction they receive, but, on the other hand, others never will in spite of all aid and encouragement. It should not for a moment be forgotten, however, that the matters that can be taught are by no means inconsiderable. The language must often be explained; the thought, buried in involved sentences, must be simplified; and the unfamiliar or abstract ideas must be illuminated by illustration. There are doubtless some ideas in poetry that cannot be explained in words, but most of the obstacles that pupils meet with may be smoothed away, if only the difficulty is perceived.