In spite of rock and tempest's roar, Our hearts, our hopes, are all with thee, Are all with thee, -are all with thee! HENRY WADSWORTH LONGFELLOW: The Building of the Ship. To what is our republic compared? To what great man, more than any other, was due our success in the struggle for independence? Who, then, do you think is meant by Master in verse 6? Can you name some of the workmen? What does Longfellow mean in verses 12-18? What were some of the rocks and tempests that have threatened to wreck our Ship of State? What reason does Longfellow give in the last four verses for the feeling expressed in 12-18? Notice the number of accents and the arrangement of rhymes. Commit to memory. Spelling. Humanity, wrought, triumphant. Grammar: Interrogative Adverbs. There is still another class of adverbs which you should know. Why was the Ship of State threatened? How was it in danger? When was this dangerous time? Where was the Captain? You remember that some adjectives and some pronouns are used in asking questions, and that they are then called interrogative adjectives and interrogative pronouns. (See page 427.) Adverbs like those in the sentences above (why, how, when, and where) are called interrogative adverbs. 5 In the following sentences select and name the interrogative pronouns, the interrogative adjectives, and the interrogative adverbs: What master laid thy keel? What workman wrought thy ribs of steel? Who made each mast and sail and rope? What anvils rang? What hammers beat? Who wrote this poem? What led him to do it? Which statesman is meant? Which do you admire? When did you hear about him? Why do you admire him? Where did he live? How did he build the "Ship of State"? Write six sentences,-two containing interrogative adverbs, two containing interrogative adjectives, two with interrogative pronouns. Composition. Write a short composition on Washington, or Jefferson, or some other national hero, in which you select some part of his life that might apply to Longfellow's poem; as, for example, Washington's conduct of the Revolution, or Jefferson's part in establishing our government. tion: Give your thought in plain and simple language. Ask yourself these questions before handing in your composi 1. Have I given the thought which was asked for? 2. Have I expressed the thought clearly? 3. Do my paragraphs follow one another in proper order? 95 O CAPTAIN! MY CAPTAIN! O CAPTAIN! my Captain! our fearful trip is done, won, The port is near, the bells I hear, the people all exulting, While follow eyes the steady keel, the vessel grim and daring; But O heart! heart! heart! O the bleeding drops of red, Where on the deck my Captain lies, Fallen cold and dead. O Captain! my Captain! rise up and hear the bells; Rise upfor you the flag is flung - for you the bugle trills, For you bouquets and ribbon'd wreaths--for you the shores acrowding, For you they call, the swaying mass, their eager faces turning; Here Captain, dear father! This arm beneath your head! It is some dream that on the deck, You've fallen cold and dead. 5 10 My Captain does not answer, his lips are pale and still, done, From fearful trip the victor ship comes in with object won ; Exult, O shores, and ring, O bells! But I with mournful tread, Walk the deck my Captain lies, Fallen cold and dead. - WALT WHITMAN. 20 Tell the story contained in this poem. What clear picture does it present? What indications of grief or joy? What kind of Captain is meant? Who is the Captain? What feeling is strongly expressed in this poem? Which lines express it most strongly? What do you like best about this poem? Read it aloud. What can you say about the accents? Which part do you find the most musical? Spelling. Exulting, bouquet, swaying, mournful, victor. 5 96 BREAK, BREAK, BREAK BREAK, break, break, On thy cold gray stones, O Sea! O well for the fisherman's boy That he shouts with his sister at play' That he sings in his boat on the bay! And the stately ships go on To their haven under the hill: But O for the touch of a vanished hand, And the sound of a voice that is still! 110 Break, break, break, At the foot of thy crags, O Sea! But the tender grace of a day that is dead What is the subject of this poem? Notice the feeling produced by the slow, solemn repetition of the word break. In verse 2, what adjectives add to this feeling? Stanza 2. Can you think of any reason why these happy scenes are spoken of? Quote the lines that seem to you the saddest. Learn this poem. Study so that you can write in sentences: tide, rising and falling of the waters of the ocean; tied, fastened. wait, to stay or rest; weight, heaviness. raise, to uplift; rays, lines from a center, as light; raze, to level with the ground. cite, to name, quote, or repeat; site, situation; sight, act of seeing. ere, before in respect to time; heir, one who inherits. Grammar: Irregular Verbs. the verbs given below: I. Learn the principal forms of |