Ky J rf. 1/ UNIVERSITY BULLETIN LOUISIANA STATE UNIVERSITY Published by the Louisiana State University and Agricultural and Mechanical College at Baton Rouge. Issued monthly except November and December. Entered December 22, 1909, at Baton Rouge, La., as second-class matter, under Act of Congress of July 16, 1894. VOL. V— N. S. JUNE, 1914 No. 6 LITERATURE IN THE HIGH SCHOOL BY HUGH MERCER BLAIN, M. A, Ph. D. ProfesiOT of English, Louisiana State University ENDORSED BY STATE SUPERINTENDENT THOMAS H. HARRIS AND STATE INSTITUTE CONDUCTOR C. A. IVES BATON ROUGE Ramires-Jones Printing Company 1914 wanofra^ PREFACE. In spite of the multiplicity of excellent books on this subject, I feel that no apology for additional treatment is necessary. The purpose of this little book is different in that it is more defi- nite. It is intended as a supplement to the courses of study in the various States, and as a practical handbook for the teacher of literature in the high school. I wish it clearly understood, how- ever, that I do not presume to dictate a inethod that can be slavishly followed by every teacher in every school. No reaper has yet been invented for the harvesting of every grain alike; no mechanical method for the culture of every mind. The most casual observer of the work of any truly successful teacher of literature must be impressed with these four facts: he knows his class ; he knows his subject ; he has a clear concep- tion of the results accomplished; he plans his work definitely for the attainment of these results. He has mastered the Who, the What, the Why, and the How of it. Only an acquaintance w^ith the previous training and the capabilities of the pupils en- ables him to choose wisely from the abundance of material at hand. Familiarity with the literature taught is necessarily accompanied by self-confidence and enthusiasm ; failure to appre- ciate the joy of teaching is the result of lack of preparation. Every teacher has at one time or another experienced this truth ; an honest heart-searching will reveal the reason. For strength of body, for power to do, all the medicine in Christen- dom is useless as a substitute for nourishment ; for the imparting of knowledge, the stimulation to learn, all the methods in school- dom cannot take the place of knowledge itself. The teacher's conception of the definite aims and purposes of his work is sec- ondary only to his knowledge of the subject and of his pupils. Some of the most learned educators insist that literature cannot be taught. It is because they do not know the meaning of "the teaching of literature." The primary purpose of literary study in the high school is the development of the taste for good litera- ture; and tliis means a desire to read intelligently the best that has been thouglit and expressed by the world's greatest authors. ^- Of D. JAN ;J6 ,915 Intelligent reading implies the cultivation of the habit of reading with the faculties alert to the meaning intended to be conveyed and the effect to be produced. The cultivation of this habit implies training, and training implies system. Hence the last essential — method. Knowledge of subject matter and pupils, a clear conception of the ultimate purpose of his work, and a defi- nite plan for its accomplishment, form the capital of every teacher who can hope to succeed. No capital, no interest. In suggesting certain methods of study, then, I am presup- posing, on the part of the teacher, familiarity with the literature to be taught and a knowledge of the results to be attained. With- out these prerequisites no plan can succeed. Every method, how- ever excellent in itself, is supported on these two foundation stones. Only a castle in the air has no foundation. A good many teachers of literature are "in the air" as to the method of teaching Ivanhoe, or Carlyle's Essay on Burns, or Macaulay's Johnson, or Macbeth, when they themselves have scarcely read these classics. Others who have carefully studied them, have a vague notion that they exist for the purpose of being dissected; consequently, they have their pupils memorize, parrot-like, the obsolete and archaic expressions and the allusions to mythology and history, name the figures of speech, and point out the moral, never realizing that insistence upon these things as of primary importance brings about the very result to be most of all avoided — drudgery and disgust. The great majority, however, are honest in their desire to know how to impart their knowledge to the very best advantage. For these I have a hearty sympathy, and for their benefit I make these suggestions based on my own experience with these same difficulties. If, by following any of them, the high school teacher receives the least inspiration and encourag- ment in his difficult work of developing among his pupils a genuine taste for good literature, I shall be amply repaid for my task. Neither the general method of study nor the plans suggested for the individual classics can lay claim to originality. They are rather a composite of various suggestions and hints from different books on the subject. I should be derelict in my duty, however, if I did not acknowledge my indebtedness to one in particular, Professor Arlo Bates's Talks on tlie Teaching of Lit- erature, a book which every teacher of English should know by heart. In several instances I have followed closely his wise sug- gestions for the study of certain masterpieces, making only such changes as my own observation and experience have proved to be essential. Other suggestions have been culled from various editions of the classics treated, notably Crane's ''Burke's Speech on Conciliation with America," and Dracass' "Carlyle's Essay on Burns." INTRODUCTION : GENERAL PLAN. President Woodrow Wilson, one of our most noted educators, has somewhere said that literature can be "learned but not taught." Professor Thomas R. Lounsbury, the eminent scholar and professor of English, has recently expressed himself most emphatically against compulsory composition.* And, to add insult to injury, as it were. Dr. Charles H. Judd, the distin- guished head of the Department of Education in the University of Chicago, makes the rather startling statement that no specific subjects should be required in the high school, t In the face of these expert opinions, it might seem, at first blush, presumptuous to discuss the matter of English at all, in connection with either high school or college. But not so. Even if literature cannot be taught, — and my experience inclines me to this opinion, — it certainly cannot be learned without the ability to read the written word. Moreover, the best literature cannot be read intelligently, and will not be -read at all by the majority, without proper introduction and guidance. In the matter of composition, certainly no man is regarded as fit for service in his community who cannot express his thoughts and desires in cor- rect every-day English; and, "though I say it that shouldn't," most college professors would be well satisfied with such ideal material ! Even the last of the three apparent aspersions by no means eliminates the subject of English from discussion. For, even if the day ever comes when English is not required in the high school, it will always have a favorite place in the curri- culum. Granted, then, that English shall continue to occupy a promi- nent post in our educational institutions, it is eminently fitting that we should consider the relation between high school and col- lege English. This question, strictly American, can best be answered in the truly American way, by asking several others: What are the principal aims in the teaching of English? With these ends in view, what should constitute the content of the course? How is this to be presented so as to bring about the desired results ? As the college can but continue the work of the high school, I take it that it will be sufficient to discuss these questions with special reference to the latter. •Compulsory Composition In Colleges. Harper's Magazine, November, 1911. tLetter appended to Report of Committee upon Articulation of High School and College. San Francisco, July 11, 1911. 6 Preliminary to the statement as to aim, it may be well to call to mind the principal object of education, whether in high school or college, as conceived at this time. With reference to the high school, a notable deBnition of the goal to be striven for is as follows: "It is the duty of the high school to give every student instruction carefully designed to return to society in- telligent, able-bodied, and progressive citizens."** The princi- pal service of the college is also to prepare its students for citi- zenship in similar though higher lines. In both, this preparation should be vocational as well as cultural. Since the work of the college can only begin where that of the high school leaves off, the question here under consideration resolves itself into : What part should English play in the preparation of our youth for intelligent and progressive citizenship ? The transcendent influence of good literature, and the cor- respondingly pernicious effect of vicious literature, upon the mind and morals of the young, need no demonstration in this enlightened age. Our age is, above all others, a reading age. The language of books has become the principal and almost the ex- clusive storehouse of the riches of modern culture ; and an ac- quaintance with this language is becoming more and more a necessary asset of every intelligent citizen. Apart, then, from cultural aim, every person who would take his place, however humble, in his community must have access to this great treasury. The youth of today is going to read something. The high school stands at the parting of the ways. A multiplicity of worthless novels and short stories beckon him to vice. The school is repsonsible for his choice. He needs instruction and guidance to enable him to choose between the good and the bad, to develop a taste for the best, to read the best intelligently. Hand in hand with intelligent and appreciative reading should go the ability to express oneself correctly and clearly, easily and nat- urally, both in speech and in writing. It should, therefore, be the aim of the high school to furnish to the community citizens whose broadmindedness and high ideals, moulded by the best that has been thought and expressed by the greatest of our thinkers and authors, will mentally, morally and spiritually enrich the life of ♦♦Report of Committee upon Articulation of High School and College. San Francisco, July 11, 1911. their fellows ; and to send to the college students thoroughly pre- pared to become, through a still more extensive and intensive course of systematic reading, men of distinct literary culture and lofty ideals, with ability to think and minds stored with thought- producing material. The content of the high school course in English needs here only a suggestion or two, and, in the nature of the case, will not be affected by the pupil 's future intention. Great latitude should be permitted in the choice of works to be read, since a course that is good in one high school may not be suited to the needs of another — provided that only good models of modern English be included in the earlier part of the course. The present college entrance requirements certainly approach the ideal, if only the teacher keeps the aim in mind and follows a common-sense method of handling the literature and the individual pupils. On the practical side the work should, I am convinced, consist largely of drill in language and imitative writing: spelling, grammar, and dictation and reproduction of sentences and para- graphs from the best prose writers of the nineteenth century, with special emphasis upon Macaulay. As much collateral reading as possible should be done, and in connection with this original writing of abstracts and outlines will complete the necessary composition work. My own experience leads me to agree with Professor Lounsbury, that original composition should be left to those who show a distinct aptitude for it. Compulsion from within will make writers of them. Compulsion from without brings only distaste to the pupil and useless drudgery to the already overburdened teacher. Moreover, psychology sustains this view. luthe mind of the youth memory is strong and imita- tion comes easy. The result is that not only the mechanical elements of punctuation, capitalization, etc., are gradually im- bibed, but a choice and precise use of words, and clear, forcible sentence and paragraph structure are unconsciously attained. Other results, of more interest to some of us, perhaps, follow. The high school graduate whose tastes lie in other directions faces no bugbear of required English at college ; and the college professor of English has some opportu*iity for i^ally inspiring work — minus drudgery, > » 8 We are now prepared for the last of the questions to be con- sidered : How is English to be presented in the high school in order to insure the results desired? And I believe that the pro- posed general method, if we may call it by that much abused appellation, will meet with the approval of all three of the il- lustrious educators referred to above. As we have said before, the result to be attained from literary study is a definite one. It may be expressed thus: The cultiva- tion of the desire to read intelligently the best literature. There are many things today that make against the success of this noble purpose : the host of worthless sensational novels and stories; the love of the average American for sensation, encour- aged by such literature, by the popular picture show, etc.; the whirl of business life and lack of time for solid reading; the lack of good books in the home ; and the incompleteness of school libraries. In most cases the desire for good reading must be cultivated in the hearts and minds of children who have been surrounded by some or all of these influences. Hence, before any reading can be done, some preparation is generally neces- sary; and this is the most important part of the work. The pupil must be introduced to a new atmosphere; he must know and feel something of the spirit of the time that he is about to consider ; he must, if possible, enter into the mood of the author ; and he must get the proper point of view through his own past experiences, when this is possible. All of this can, to a great extent, be accomplished by a short preliminary talk from the enthusiastic teacher, sometimes followed by investigation on the part of the pupil. The desire to read will follow naturally enough, ft But the reading should not be yet begun. If it is to be in- telligent reading, work on the vocabularj% the language, and the spirit of the time with which the particular literature in hand deals, will be necessary, in some cases even before the literature is in the hands of the pupil. This may seem to some very un- wise — the very way of all ways to drudgery and disgust. Expe- rience shows, however, that, even if it were not necessary, it would be desirable because of the intense interest aroused and tt For an excellent treatment of this idea, see Arlo Bates's Talks on Teaching Literature. Houghton. the knowledge gained. Moreover, youthful curiosity, which be- comes atrophied if left unemployed, is in a measure satisfied through the art of literary exploration. The general reader may want to luxuriate in reading, but the high school pupil wants to learn how to investigate. He likes to be given something to do. He is eager to conquer difficulties, to solve puzzles. The annotation, then, should be full of exhortations and promptings to labor and to thought, but the pupil himself should gather the information necessary to a clear understanding of the literature being read. The high school should graduate pupils expert in the use of the encyclopedia and the dictionary, quick to surmise which way to turn to find information about men and things. The real books of the world are bound together by infinite links of mutual explanation, and every book of value must be read with reference to other books. The youth who is capable of curiosity and knows how to find what he wants, has one of the best gifts the high school course in literature can bestow.* t The finger-in-the-dictionary habit, which should have its foundation in the grades, certainly aids in conferring this gift. After this work is done by individual assignment and report, supplemented by the teacher's comments, the actual reading, with continual emphasis upon oral and memory work, will make its own appeal to the interest, emotion, and imagination of the pupil. Written Avork based upon the literature read in the class room should be given little or no attention as required exercise in composition. The study of the literature with a view to simply preparing students for college entrance should be kept in the background ; the expression of thoughts obviously individual, and the evidence of clear thinking, will make a far more favorable impression on the examiner than garbled and hackneyed phrases memorized from the critical essays of others. Finally, no wise teacher will spoil the effect of the author by everlastingly worry- ing the pupil with the intended moral. This and other far- reaching results are unconsciously achieved. Among these are: an increased knowledge of life; the absorption of broad and *t See Introduction to Select Essays of Addison, by Samuel Thurber, whom I have freely quoted here. Allyn & Bacon. // 10 general truths concerning human nature and feeling; and the gradual cultivation of a sensitiveness to high ideals. Such a course as I have imperfectly described, if thoroughly- conducted, will certainly go far towards giving the community a nucleus of intelligent and progressive citizenship. The college, the final link in the chain of education, must complete the work so well begun. FIRST YEAR: FIRST HALF. I. Franklin 's Autobiography. Tliere are several reasons for selecting Franklin's great work as an introduction to the study of literature in the high school. It appeals to the young American because it is a part of the history of his own land, because it is almost stranger than fiction, and because it fires his ambition. These things, and the simplicity and force of the author's style, render it both pleasant and profitable for teacher and pupil alike. As stated above, the success of the teacher depends first of all upon his knowledge of the subject in hand. In order to insure immediate interest on the part of the student, the teacher should liave a thorough acquaintance with eighteenth century history in England and America, a good knowledge of the life of Franklin, and a sympathetic appreciation of his character. It possible, he should be familiar with such a biography as that of Parton. He is then ready to introduce and recommend his students to one who is already well known to him. PRELIMINARY. Before the book is put into the hands of the class, the follow- ing preliminary work should be done : 1. A brief informal talk by the teacher "about the book that we are going to read together." A number of interesting facts can be mentioned : The author was one with whom every Amer- ican boy is acquainted through the history of his country; his life exemplifies the possible rise of any boy of grit and energy from poverty to power; this book was written to Franklin's owti son, and hence was intended to rouse his interest and ambition; it is the onlv book written in America before the nineteenth 11 century that is stil) widely known and read; and other facts of like interest. This introduction will be well concluded by reading from the Autohiography one or two interesting passages. 2. At the end of the inspirational talk, the teacher should assign vocabulary work covering what is to be the first reading lesson: say, from the beginning to the paragraph reading "To return," &c. (par, 18). Such words as the following are sug- gested : affluence (flow to) ; freehold (history of word) ; qualified himself for the bar (origin of bar) ; transmigration (orig- inal and special meaning) ; apprenticeship (cf. apprehend, &c.) ; quarto (cf. quart, quarter) ; folio, octavo (deriva- tion) ; assiduous (derivation, cf. sit, &c.) ; joint stool; apparitor (appear, &c., custom of the time) ; oust (ex- haust, &c.) ; non-conformity; conventicles; censure; tithe (Jewish custom); tallow-chandler; quagmire (quake — ); emmet; arbitrator; straitness (cf. strict). Also: Boston ; Cotton Mather, &c. ; Anabaptist ; Quakers ; reign of Mary ; reign of Charles II. What a wealth of information in just this one day's work, and how large a single word looms when put under the micro- scope of real thought ! And what a delight to read when one is familiar with every word and allusion! READING. Then will come the first reading, as a rule by the teacher. As he reads he will casually explain such terms and references as were purposely omitted from the vocabulary work : e. g., fugitive pieces; sectaries; prudential matters; Lord Hal- ifax; Peter Folger. He will also point out on the map the places referred to : as, Ecton, Banbury, Wellinborough ; and will call attention to such striking expressions as: "I should have no objection," &(?. (par. 2) ; "and though * * * truly useful" (par. 13) ; "But one * * * ball" (par. 17). The work is then given to the student and he is assigned his first reading lesson — the same as that read by the teacher. In 12 addition he is asked to note the topic of each paragraph and to mark all passages and incidents bearing upon the character of Franklin, for class discussion and future use, CONTINUATION OF STUDY, The second half of the first chapter is to be dealt with simi- larly. As vocabulary work I would suggest the following : joiner; turner; brazier; cutler; chapmen; polemic; in- denture; journeyman; prodigality; confute; perspicuity; hasty-pudding (cf "The Hasty Pudding," by Barlow); inculcate; dogmatical; concurrence; approbation; anony- mous; libeling and satire; conjuncture; obnoxious; in- fidel; atheist. Also : Bunyan; Defoe; Blackbeard; "The Spectator"; Socrates. In the first reading of this lesson (by the teacher) the follow- ing will be explained: Plutarch; Jansenists; Courant; Assembly; discover (par. 29) ; sensible that. Such expressions as the following should be pointed out and assigned for memory w^ork: "Persons of good sense," &c. (par 22) ; " greater clearness * * * drinking" (par. 25) ; "chief ends of conversation" (par 27), After the reading by the class, topic work, &c., perhaps the next chapter or two should be studied in the same way. This will have to be determined by the individual teacher. The les- sons will then be assigned for home reading, the class work being carried on as outlined above. The lessons can be grad- ually increased, so that the study will not have to be too pro- tracted. At the end the character of Franklin can be discussed and an intelligent and original paper be prepared by each stu- dent from the passages and incidents marked. Also the para- graphs dealing with the life of the author may be picked out, put into outline form, and made into a sketch. The only other written work in connection with this study should be the dictation 13 and reproduction of paragraphs, both of which are invaluable for training in accuracy and expression. II. The Vision of Sir Launpal. After briefly introducing the class to the atmosphere of knighthood, its noble aims, its perils and attractions, the teacher should make clear the exact situation at the opening of this poem and the changes implied throughout. Otherwise, many will fail to realize that the whole is a vision or dream of Sir Launfal's, and that between the first and second parts many years are supposed to have intervened, during which the knight has been searching in vain for the Holy Grail. Some explanation of the term ' ' Holy Grail ' ' can then be given and a brief account of its history; and if the teacher can relate Malory's narrative (Morte d 'Arthur, Book 17) of Sir Galahad's search for the Grail, the interest of the class will be at fever heat. It only remains to couple the experience of the knight with some real experience of the pupil, selfishness or conceit in any form — only too common in our daily lives. VOCABULARY WORK. This is, unfortunately, even more important in preparing to read poetry than prose. Archaic words, poetic expressions, myth- ological allusions, and irregular word order and syntax, make poetry much more taxing on the intelligence of the pupil. Hence, the first lesson can well be devoted to such words throughout the poem as: >' list, lay, auroral, Sinais (refer to the Bible), druid, bene- dicite, wake (1.87), mail (armor), drawbridge, pitcher- plant, wold, groined, forest-crypt, fretwork, arabesques, corbel. Yule-logs, seneschal, recked, surcoat, leprosie, swound. Without a clear knowledge of these words the pupil misses the principal effects of the poem, those produced by the exquisite nature pictures which form its setting. A few expressions, too, will have to be explained by the teacher before the actual reading begins : / 14 pavilions tall, &c, (1.122) ; tent (1.125) ; maiden knight (1.130); made morn (1.147); 11.168-173; elfin (1.210); hall (the large banqueting hall in the old eastle, 1.211) ; 1.256 ; 11.308, 309 ; 1.338 ; and perhaps a few others. FIKST READING — BY THE TEACHER. This should be prefaced by a careful but brief explanation of the Prelude to Part First as a mnsical introduction to dreamland, and as containing the symbolic meaning of the knight's experi- ence and its application to life in general. The attention of the class should also be directed especially to the reading of poetry, with particular reference to the importance of overcoming the sing-song habit and the dropping of the voice at the end of each verse regardless of punctuation or meaning. They should be exhorted to read poetry as if it were prose, and should be given ample practice to that end. During this first reading the teacher will have to pause occasionally to comment on such passages as have not already been explained, to dwell on the marvelous imagery, and to point out a few of the notable sentiments ex- pressed. By these means the pupil gradually and unconsciously becomes alive to the beauties and pleasures of poetry and begins to wish to read more of it himself. SECOND READING — BY THE CLASS. Preparation for the reading by the class ought to bring three definite results: the ability of individual pupils to read aloud, both intelligently and intelligibly, the parts assigned to them ; the ability to describe the scenes and narrate the incidents of the poem; and the ability to interpret the poem as a whole and ex- plain its structure. This reading will probably occup^^ several recitations. MEMORY WORK. If this method of treatment has been carefully followed, the last assignment — memory passages — will prove a real pleasure to both teacher and students. Such gems as the following will certainly be included: 15 ''And what is so rare as a day in June?" (11.33-56); "Down swept the chill wind from the mountain peak" (11.174-210); "The Holy Supper is kept, indeed" (11. 322-327). Any others can be added that the members of the class may especially like. In addition to the recognized value of the mem- ory work, the natural, unaffected recital of both poetry and prose is one of the most effective aids to good reading — quod maxime desiderandiim est. The persistent neglect of this seem- ingly simple matter, in the present-day training of the schools, is fatal to many a would-be college freshman and deprives many a home of its evening pleasure. It involves practically all of the fundamentals of English. III. Treasure Island, Even if this be followed by the reading of others of Lowell's poems, considerable time will be left before the end of the term. Since the class is during this time most probably reading as collateral one of the novels suggested, the remainder of the term will be very profitably spent in the class study of a work of fiction. This will certainly increase the interest in the collateral reading, and will do much toward inculcating the habit of read- ing carefully and deliberately, with open eyes and mind alert, the lightest of standard fiction. Moreover, the reading of fiction in class will be instrumental in releasing our boys.and girls from the dangerous fascination which threatens tff destroy all taste for genuine literature. As a suitable book for study at this time, let us consider Stevenson/s Treasure Island. In the light of the general plan suggested and the literature discussed above, a bare outline will suffice. PRELIMINARY. 1. Talk on piracy; social conditions under which the tale begins ; the imaginary geography — topography of the island. 2. First assignment — vocabulary of chapter 1 : buccaneer; capstan bars; connoisseur; Dry Tortugas; Spanish main; hawker; assizes; Trelawney; Bristol, &c. 16 READING. First chapter read aloud in class, by the teacher or good readers in the class. As the reading proceeds the teacher will comment on such expressions as "one of the cocks," &c. (par. 12), "the neat, bright doctor," &c. (par. 13). The class will then be required to make a list of the characters introduced, and oral discussion of them will be encouraged. Chapter 2 mil then be treated similarly. In vocabulary work the class will look up such words as: cutlass (par. 2), talons (par 20), chine (par. 27), lancet (par. 40), &c. In the reading the teacher will explain expressions like "cleared the hilt of his cutlass" (par. 13), "fouled the tap" (par. 32), "stake my wig" (par. 45), &c. He will also direct attention to such delicate touches as the lump in the throat of Black Dog (par. 13), the clever excuse for having the door left open (par. 24), the picture of the gallows in the tattooing (par. 37), &e. The class will be especially interested to note the addi- tional qualities in the characters of Billy Bones and Jim, as shown in the boy's compassion for the pirate, &e., and the hints as to the doctor's person and character; and they will inevitably speculate upon the past of Bones and the relations of the pirate with Black Dog. CNTINUATION OF STUDY. The same treatment may be followed out in one or two more chapters, until the characters are introduced and class discussion has instilled an abiding interest in their welfare. The remainder can then be assigned, in gradually increasing amount, and covered in class in the same way, except that only the striking parts need be read aloud. Or the rest of the book may be assigned as home reading, if the teacher thinks best. At the end of the reading the book will be briefly dealt with as a whole. Such questions as the following can be discussed : Do the persons act consistently? Do the incidents follow so that they seem really to have happened ? Does the book show clearly and truly the development of character under the circumstances of the storj'? What personage is most clearly and sharply de- 17 fined? Finally, the construction of the book will call for some consideration : the weaving together of the incidents ; the bring- ing out of the relation of individual traits and characters to the final results; the part which character plays in shaping events and moulding the story; and other interesting points that will occur to the wide-aM^ake teacher. As soon, however, as any part of this method of treatment begins to be drudgery to either teacher or class, another phase of the work should be taken up. The teacher must be the judge. COLLATERAL READING. As much parallel reading as possible should be done through- out the high school course. At least one book each month should be the minimum. I have selected the following lists with this in view. The teacher will note, also, that all the books suggested are included in the College Entrance Requirements and can be found in the various series of classics named in the bibliography. For this term the suggested reading is: Shakespeare's Romeo and Juliet. Defoe's RoMnson Crusoe. Longfellow's Tales of a Wayside Inn. Swift's Gulliver's Travels. FIRST YEAR: SECOND HALF. For the first work of this term Dickens's A Tale of Two Cities is selected, for several reasons. It serves to introduce the reader to one of our greatest writers, with whose works every educated person should be familiar; Dickens's novels are excellently adapted to youths of high school age; and the careful reading of one of them should produce the desire to read others and enable the pupil to read them with far more profit than is gen- erally gained from reading merely "for the story." This is followed by the Idylls of the King. In the Vision of Sir Laimfal the pupil has already had a glimpse of legendary knighthood; and in IvanJioe, the book next in order of study, he is to be transported to the real knighthood of the middle ages. The Idylls portray most visibly the deeds of the greatest of all the orders of mythical knighterrantry and aptly lead to the appre- 18 elation of the great historical novels of Scott, most of which deal with the period which was the natural resultant of such a government as that of Arthur and his Round Table. I. A T.VLE OF Two Cities. The prefatory talk can best be combined with the first read- ing. As a first assignment, let vocabulary be given on the first two chapters. Include such words as: tumbrils (chap. 1, par. 4) ; atheistical (chap 1, par. 4) ; potentate (chap. 1, par. 5) ; blunderbuss (chap. 1, par. 5) ; contraband (chap. 1, par. 5) ; requisition (chap. 1, par. 5) ; pilferer (chap. 1, par. 5) ; Dover (chap. 1, par. 6) ; Shooter's Hill (chap. 2, par. 1) ; Blackheath (chap. 2, par. 1) ; capitulated (chap. 2, par. 1. cf. capital, &c.) ; reek (chap. 2, par. 3) ; posting-house (chap. 2, par. 4) ; cattle (chap. 2, par. 5, horses) ; skid (chap. 2, par. 12) ; 'Nation (chap. 2, par. 37) ; holsters (chap. 2, par. 39) ; expeditiously (chap. 2, par. 47). Let the first chapter then be read by the teacher with clear and full explanation of the characteristics of the period vaguely described in the first paragraph. In preparation for this the teacher should inform himself on the history of England, France, and America in 1775. As the reading proceeds, such passages and allusions as the following should be explained: "a king with a large jaw," &c. (chap. 1, par. 2) ; "lords of the State preserves," &c. (chap. 1, par. 2); "Mrs. Southcott" (chap. 1, par. 3) ; "Cock-lane ghost" (chap. 1, par. 3) ; "chickens of the Cock-lane brood" (chap. 1, par. 3); "his sister of the shield and trident" (chap. 1, par. 4) ; "a certain movable framework," &c. (chap. 1, par. 4) ; "burning people in the hand at Newgate," &c. (chap. 1, par. 5). The second chapter Avill require little of comment. The author has vividly portrayed the scene and has aroused the interest by enshrouding all in an atmosphere of mystery and danger, a foreshadowing of the events to follow. The second reading of these two chapters will be accomplished with anxious speculation upon the mysterious character intro- duced and a corresponding heightening of the interest of the class. 19 After similar treatment of the next few chapters, the method will follow that suggested for Treasure Island. II. Idylls of the King: Gareth and Lynette. After recalling briefly the talk given in preparation for the Vision of Sir Launfal, the teacher will endeavor to set forth concisely the plan and purpose of the Idylls as a whole, and the state of affairs when Arthur succeeded to the kingdom, conclud- ing with a lively account of the coming of the mysterious king and the establishment of his Round Table. The interest will be further aroused in Gareth and Lynette by personal appeal. Gareth is typical of youth in all its vigor, impetuosity, dauntless- uess, love of adventure, loyalty, courtesy, aspiration. For vocabulary work words should be assigned from the whole poem before the book is in the hands of the pupil. The following are suggested: spate (1.3) ; yield (reward, 1.18) ; leash (of kings, 1.51) ; burns (1.90) ; dragon boughts (1.229) ; brook (verb, 1.287) ; doom (judgment, 1.314) ; seneschal (1.359) ; gyves (1.362) ; blazon 'd (1.405) ; churl (1.419) ; brewis (1.447) ; broach (1.476) ; tarn (1.489) ; casque (1.665) ; agaric (1.729) ; holt (1.729) ; loon (1.751) ; mere (1.778) ; haling (1.791) ; wan (1.804) ; cate (1.828. cf. cater) ; stoat (1.871) marches (noun, 1.1008) ; mavis (1.1052) ; merle (1.1052) ; trefoil (1.1130) ; comb (1.1163) ; vexillary (1.1172); prickled (1.1362). Also all the proper names connected with the Round Table : Caer-Eryri; Avalon; Lancelot; Lot; Bellicent; Gawain; Modred; Merlin; Tristram, &c. READING. The poem should then be read through by the teacher, with explanation of such expressions and terms as Book of Hours (1.46); knave, villain; good lack, good now, liefer, and other archaic words; and construction and meaning of lines 87, 249ff., 271ff., 422, 528, 592, 677, 881, 968, 1002, and any others not clear to the pupils. Some of the many admirable figures and descriptions, epigrams, and skilfuUy wrought verses, should also receive appropriate comment at this time. 20 For class reading the poem will have to be divided into sev- eral assignments. The recitations will consist, as usual, of daily practice in reading aloud, questions on the incidents of the poem, and discussion of the characters. MEMORY WORK. So numerous are the poetical beauties of these Idylls that much time can be profitably and pleasurably spent in the recita- tion of striking passages. The choice of the individual pupils should be allowed full sway. DEALING WITH THE POEM AS A WHOLE. In conclusion, such questions as the following may be briefly discussed: Are the descriptions of scenery such that we think of the places as real, or as places in fairyland? Do the char- acters seem like real people? Are they consistently drawn? If feasible, written work can be assigned on the characters of Gareth and Lynette ; but the teacher should see that such papers are the candid expressions of the pupils themselves, instead of the canned concoctions of critics and commentators ! Caution: The allegorical feature of the poem is a constant source of temptation to the average teacher. It should here be dealt with sparingly, if at all, and only in answer to questions from the class. This Idyll will in most cases be followed by others of the group. It is unecessary, however, to go into detail with refer- ence to any of the others. The same method will be found suit- able to all. If The Cuming of Arthur should precede Gareth and Lynette, it sliould be treated in the same way. The teacher will find it most pr()fital)](' and interesting to read with the class as many of the Idylls as possible. COLLATERAL READING. Shakespeare's Midsummer Night's Dream. j Hughes's Tom Brown's School Days. Stevenson's Kidnapped. Dana's Two Years Before the Mast. 21 SECOND YEAR: FIRST HALF. My students often tell me that they do not like the novels of Scott and Dickens because they are so hard to get into and so full of description and explanation. This is an honest state- ment from youths who have had no opportunity at home to culti- vate a taste for standard fiction and have read (if at all) only such books as the "best sellers" of today and frivolous magazine stories. They are to be pitied, not condemned. The high school teacher must recognize his opportunity and his duty in this mat- ter and must carefully guide the pupil in the development of a taste for the best fiction. The problem is solved in every ease, I believe, by the right sort of introduction to these classics. Con- sider Lvanhoe, for instance. The unread and unguided boy or girl will be absolutely at sea in the very first chapter and will be likely to throw down the book in disgust after reading the first few paragraphs. Now that statement does not sound ra- tional to the teacher who knows the delights of this charming book. "Why," he will say, "here is so much that is attractive to everybody, young and old: the vivid portrayal of the en- chanting romance of the middle ages; exciting adventures of lover and warrior; and the scenes are from the life of our ancestors in one of the most important and trying periods of their history. Here is a beautiful panorama, a moving picture of old Norman-Saxon England, in a nutshell!" Fortunately, however, our pupils do not belong to the herd of Gurth; but, unfortunately, they cannot digest nuts in the shell. They must, then, in the preliminary work, be enabled to overcome this diffi- culty. Then the reading of the book will bring both pleasure and profit. Let us see how this applies to lvanhoe. I. IVANHOE. The key to the understanding and enjoyment of this famous novel is in the first five paragraphs. Assign this as the first lesson and treat it like history. Here is part of the vocabulary : vassalage (par. 2) ; inferior gentry (par. 3) ; feudal (par. 3) ; the chase (par. 4) ; chivalry (par. 4) ; hinds (par. 4) ; the Conquest (par. 4) ; Duke William of Normandy (par. 4) ; Normans (par. 4) ; Anglo-Saxons (par. 4) ; battle of Hastings (par. 4) ; Dragon of Wantley (par. 1) ; Civil 22 Wars of the Roses (par. 1) ; Don (par. 1) ; Sheffield (par. 1) ; Doneaster (par. 1). This vocabulary indicates the setting of the whole book, and its mastery is essential to him who would appreciate and genu- inely enjoy tlie characters and situations. As these terms and names are discussed and the five paragraphs are thoroughly sifted in class, the teacher can introduce other historical person- ages entering into the story, such as King Richard, Prince John, Robin Hood, &c. The remainder of the first chapter will be studied in the same way, with further discussion of feudalism, apropos of the introduction of Wamba and Gurth. After similar treatment of another chapter, perhaps, the rest of the book can be read at home, the study proceeding as in Treasure Island. II, Sir Roger de Coverlet. This work may not seem suitable at this time except in un- usually good classes; but, with the necessary inspiration from the teacher, who must have clearly in mind the personality, characteristics, and appearance of each character, and must thoroughly admire Sir Roger, a type of the country gentleman of his time, the study should produce splendid results. The simple, pure style of Addison, the keenness of his wit, and the courteous, whole-souled, generous, simple-hearted countryman, ought certainly to make a lasting impression on the plastic minds of youth. These papers present, too, the whole life of the early eighteenth century in rural England, and give excellent oppor- tunity for mental and oral comparison or contrast with the daily life of the children who are studying them. This power of con- crete realization lends interest to the study of literature as nothing else can. After a brief talk on The Spectator and other things of interest that may suggest themselves to the teacher, the study of the papers will begin with the usual vocabulary work, though it will never be necessary to assign this as a separate recitation. One paper should be assigned for each lesson and read as usual, the teacher attempting to make each character real and lifelike to the pupil, so that the work may not grow wearisome. In the class discussion of the characters several things are of importance. 23 The principal one is the personality of Sir Roger as shown in skilful little touches, sometimes scarcely perceptible. These should be carefully noted, so that at the end of the study a sum- mary may be made of them. There are various passages, also, which can be connected with the daily experiences of the pupils. Finally, as an inducement to thorough preparation for recitation, each pupil may be required to state in his own words what he considers the chief thought of the paper in hand. The dis- cussion of these statements by the class and the selection of the best of them will add to the interest as well as to the value of the work. At the end of the lesson the teacher should read the whole paper aloud, with no interruption except questions from the class. Numerous subjects for written work will occur to both teacher and pupil as the study proceeds : the peculiarities of Sir Roger ; customs of his time; comparison of different phases of country life then and now ; &c. The teacher will have to judge as to the desirability of this feature. Imitation of such pure, simple English as that of Addison is undoubtedly the best way to im- prove one's style. Hence, dictation and reproduction of para- graphs and sentences should be practiced as much as possible. In the matter of compositions based on the reading, however, a good rule is to assign no subjects already treated in the literature under consideration. Collateral Reading. Shakespeare's Richard III. Dickens's Oliver Twist. Cooper's Last of the Mohicans. Irving 's Sketch Book. SECOND YEAR: SECOND HALF. For the beginning of this term another of Scott's novels, such as Quentin Durward, or perhaps Gaskell's Cranford, will be a wise choice. If possible, both should be read. Since they are similar to other works here treated, we need not repeat the suggested method. By way of contrast, these may be followed by Part IV of Palgrave's Golden Treasury. The pupil should be familiar Math some of the great singers of the nineteenth 24 century, and these lyrics afford an excellent opportunity for the development of the taste for real poetry. It is hardly pos- sible, nor is it at all desirable, to deal in any formal way with such highly imaginative literature, such expressions of the inner man. Hence I suggest no method for their study, but merely insist that the teacher must have a genuine love for such litera- ture if he hopes to lead his pupils to an adequate appreciation of its beauties and worth. His own rendering of the poems and a great deal of memorizing and reciting on the part of the pupils will constitute the greater part of the "study." He should not overlook, though, the necessity of careful training in reading aloud. If there is time for Sohrab and Bustum, it can be made a most profitable and interesting close to the year's w^ork. For suggested method, see The Vision of Sir Launfal and Gareth and Lynette above. Collateral Reading. Shakespeare's Tivelfth Night. Scott's The Talisman. Whittier's Snowbound and Other Earlier Poems. Dickens's David Copperfield. THIRD YEAR: FIRST HALF. I. Macaulay's Life of Johnson. it will be necessary merely to outline the plan for the study of this work, as it is similar in most respects to others already treated or to follow. One of its principal values is in familiar- izing the pupil with Macaulay's style, which is in most respects worthy of his imitation at this period. Hence frequent dictation and reproduction of paragraphs and sentences is advised all through the reading of the essay. Two things are of importance to the teacher before under- taking the reading: he should be thoroughly acquainted mth Macaulay's life and writings; and he ought to know Samuel Johnson well from a careful reading of Boswell 's immortal biog- rapli.y. In introducing the great literary dictator the teacher will give a brief account of I\Iacaulay 's Essay on BosweWs John- son and its asperity, explaining that the author wrote the Life of 25 Johnson later and wished it to serve as his mature estimate of the man. Quotations from Boswell's great work will serve fur- ther to arouse the interest of the class in the character and influence of Johnson. VOCABULARY. The vocabulary to be learned will contain such words as: parts, stomacher; royal touch, Jacobite; Lichfield, &c. A certain number of paragraphs will thus be covered each day, and after the vocabulary is mastered the reading can be assigned in the same way. READING. No preliminary reading by the teacher will be necessary, as he can explain and comment on difficulties of language as the class reads. In addition to the reading of the assignments, the pupil should be required to write and bring to class in outline form the topic of each paragraph. These can be discussed in class and the very best form decided upon in every case. Pass- ages bearing on the character of Johnson should also be marked and referred to as the reading proceeds. At the end of the study the skeleton outline will make an excellent model of expo- sition; and the class will be ready to discuss either orally or in writing Johnson's character pro and con. Paragraphs dealing with his life may also be picked out and made into an outline to be used as the basis for an authoritative biographical sketch. The wide-awake teacher will use other means to saturate the pupil with Macaulay's lucid sentence and paragraph construc- tion. All means to that end will bring the desired result — improvement in expression. Others of Macaulay's works will prove equally as profitable. II. Milton's L 'Allegro and II Penseroso. But for the fact that these poems are required until 1915, I should not advise the reading of them in the high school ; and even under the circumstances the study should be as brief as possible and free from any attempt at intensive or formal treat- ment. Before assigning vocabulary work, the teacher should try to interest the class in the life and personality of the poet and 26 should especially emphasize the period at Horton during which these poems were written. The vocabulary work will consist for the most part of poetic terms and mythological names. Such words as cynosure ("dog's tale"), Aveeds, stole, sock, can be impressed through their derivation; and names like Cerberus, Venus, Bacchus, Zephyr, Mab, Orpheus, Morpheus, Philomel, Cynthia, will have become familiar already, perhaps, in past reading. READING. The teacher can now complete Milton's life, before turning to the two poems. Several things, such as the opposite moods and pictures in the two poems, will then be explained. In the reading by the teacher comment will be made on the divisions of the poems and brief explanation of difficult words and expres- sions: such as, uncouth, Hebe, rain influence, Memnon, Attic Boy, Cambuscan, &c. A second reading, this time by the class, will be necessary for a clear understanding of the poems; and, if advisable, some memorizing may be done. The reading of Comus is best done in the same way. III. Shakespeare. For those who do not follow the College Entrance Require- ments closely, and for aU after 1914, I would recommend that Milton's poems be replaced by Shakespeare's As You Like It and Merchant of Venice, or any others of the comedies in the read- ing list. The method of study will be given below in the treat- ment of Macbeth. Collateral. Reading. Plutarch's Lives of Caesar, Brutus, and Antony. Shakespeare's Julius Caesar. Poe's Prose Tales (Selections from). Longfellow's Evangeline. THIRD YEAR: SECOND HALF. I. Carlyle's Essay on Burns. The method of study will be similar to that of ]\Iacaulay's Johnson. The first lesson may be outlined as follows: First reading — by the teacher. Lesson 1 : paragraphs 1-9. 27 Assignments for class: 1. Vocabulary : maxim of supply and demand (par. 1) ; posthumous retribution (par. 1) ; mausoleum (par. 1) ; generalities (par, 4) ; multifarious (par. 4) ; effluence (par. 8) ; paragons (par. 9) ; supercilious (par. 9) ; vintners (par. 9) ; Sir Thomas Lfucy (par. 2) ; Titan (par. 6) ; Sir Hudson Lowe (par. 8) ; Aeolian harp (par. 9). 2. Poems to be read : To a Mountain Daisy; To a Mouse; The Cotter's Saturday Night; A Bard's Epitaph. Recitation : 1. Preliminary talk by teacher on the life of Carlyle and that of Burns, occupying only a few minutes. 2. Vocabulary. 3. Reading of the first nine paragraphs with explanation of terms and allusions not covered in the vocabulary work : Butler (par. 1) ; Lockhart (par. 2) ; John a Combe (par. 2) ; Excise Commissioners, &c. (par. 2) ; Constable's Miscellany (par 4) ; Burkbeck (par 4) ; 'nine days' (par. 6) ; Ferguson, Ramsay (par. 7). This will be followed by four similar lessons: paragraphs 10-23 ; 24-36 ; 37-58 ; 59-71. The second reading — by the class— will occupy the same number of recitations, the same divisions being observed. Dur- ing this reading the topic of each paragraph should be discussed and a definite topic statement for each agreed upon. These will form a basis for a complete outline, which can be prepared at the conclusion of the reading. In addition, considerable prac- tice in dictation and reproduction of single paragraphs should be given, as an aid to the work being done in composition at this time. CONCLUSION OF STUDY. The study will conclude with a glance at the essay as a whole. It lends itself admirably to topical division as follows: Intro- duction — Basis of the Essay, and discussion of biography in general, paragraphs 1-5; Personality of Burns, 6-9; Writings of Burns, 10-36; Life of Burns, 37-58; Reflections on Burns 's Life, 59-67; Final Judgment of Burns as man and poet, 68-71. 28 Each of these can be subdivided and studied as exposition, &c. : e. g., Writings of Burns — (1) intellectual and moral qualities; (2) emotional qualities; (3) technical criticism of poems; (4) the songs of Burns. This should then be followed by discussion of various questions of interest that will arise: Wliat is the theme of the essay? Upon what is based the claim that Burns was a great poet? What were the elements of his greatness? What was Carlyle 's idea as to the character of Burns ? To what extent was Burns 's life a failure? What were the causes of his failure? To what extent was his life a success? Point out passages indicating Carlyle 's emotional character ; his sympathy ; his sincerity ; his moral strength ; &c. II. Washington 's Farewell Address ; Webster's First Bunker Hill Oration. One or both of these will complete the work of this year, if any time is left. Since the plan of study for the oration is sug- gested below, however, in connection with Burke's speech, they will not be treated here. Collateral Reading. Shakespeare 's The Tempest. Jilackmore's Lorna Deone. Homer's Iliad. Bulwer 's Last Days of Pompeii. FOURTH YEAR: FIRST HALF. I. Burke's Speech on Conciliation with America, preliminary. The preliminary work should be historical in its nature. Some knowledge of the political conditions with which Burke had to deal should be acquired before taking up the speech it- self. The latter can hardly be appreciated until the pupil learns what parties the great orator was attempting to conciliate and what the quarrel was about. In seeking the answers to these questions an investigation into the spirit of resistance in both England and America will be necessary. It will be of interest to the pupil to learn that this spirit originated in the old coun- try in the struggle against Charles I prior to 1641 ; that in the 29 American colonies the same spirit survived in the Puritans of New England, the Cavaliers of Virginia and South Carolina, the Catholics of Maryland, the Quakers of Pennsylvania, and the Dutch and Swedes of New York, New Jersey, and Delaware; and that it resulted in a united spirit of liberty. This work can be made thorough and interesting by assigning it to five separate divisions of the class. Again, the study of the audience to which a speech or argu- ment is to be delivered is necessary to its preparation; and as every great speech must be suited to the audience, it will be necessary here to know something of Burke's audience — the House of Commons before which he spoke. Some pupil should be detailed to present a report upon this matter, somewhat as follows: its organization and customs; the political parties of the times, and the one in power; prominent statesmen who listened to the speaker; the circumstances under which the speech was made ; the conduct of the House during the speech. This information can be secured from the Encyclopaedia Bri- tannica or a similar work. Finally, the entire class should participate in the study of Burke's life and public services, including a complete sketch of his life, an investigation of his political life and principles, and the prominent characteristics of the great man. READING. As usual, the first reading will follow the preliminary work. This should insure an intelligent comprehension of the language (vocabulary work) and the argument, and comments by the teacher to this end will be necessary as the reading proceeds. In addition, the class should learn to discern and weigh the value of such admirable expressions as: "a wise and salutary neglect"; "the voluntary flow of heaped-up plenty"; "all gov- ernment is founded on compromise"; "the power of refusal, the first of all revenues. " As in the study of the essay, a sum- mary of the speech can be made by writing out the thought of each paragraph in the reading for each day. From the skeleton tlius made the class can, at the end of the reading, consider the argument as a whole. In addition to a more thorough understanding of the lan- guage and the argument, the second reading will include some 30 notice of the imaginative qualities of the speech. For examples see paragraphs 10 and 30, and recall the famous sentence, " I do not know the method of drawing up an indictment against a whole people. ' ' CONCLUSION OF STUDY. The study will conclude with an expression from each pupil of just what Burke wishes to effect, and an estimate of how the means employed were adapted to carry out his purpose. DEBATING. The thorough study of this great speech should certainly stimulate interest in debating. Debates on subjects chosen from the history leading up to the speech, and others modeled on the speech itself, may be profitably held in the literary society. In fact, real live interest will be aroused in the preliminary his- torical work, if the English teacher suggests these topics for debate some time before the study of the speech is made. II. Macbeth. The method of study for any of the plays of Shakespeare will be exemplified by an outline of suggested work for the first act of Macbeth. Preliminary to the intelligent reading of any of these plays considerable vocabulary work is necessary. This is not an easy task, but it is essential ; and the studious and earnest pupil will at once realize its value. A mere glance at the list of words assigned from the first act will bring this home. The following words are suggested: Graymalkin, Paddock (sc. ]) ; alarum (sc. 2, stage direc- tions) ; kerns and gallowglasses, nave, chaps, vantage, composition (sc. 2) ; aroint, rump-fed ronyon, shipman's card, pent-house lid, insane root, earnest (noun), choppy, blasted (sc. 3) ; harbinger, flourish (sc. 4) ; deliver (sc. 5) ; coign, martlet, procreant, purveyor, hautboys (st. d.), seat, compt (sc. 6) ; sewer (st. d.), jump, wassail, limbec, received (sc. 7). As in all vocabulary work, the teacher should trust to the general intelligence of the class, as far as possible. This should 31 continue throughout the play before the next part of the work is taken up. In addition to single words that need attention, some obscure passages will have to be cleared up at this stage. Only those made obscure by the wording, however, should be assigned to the class : e. g., Say to the king the knowledge of the broil As thou did leave it — sc. 2, 1.6. The following will come under this head: 2, 16-23 ; 2, 39-41 ; 2, 54-57 ; 3, 21 ; 3, 32-33 ; 3, 54-57 ; 3, 112-116; 3, 128-129; 5, 20-21; 5, 26-31; 6, 20; 6, 63; 7, 3-4; 7, 16-17; 7, 69-72. The list may have to be extended or curtailed to suit the needs of the class. A few passages rendered obscure from the thought may be explained by the teacher at this time, in order to give the pupil some training in poetic language and to insure the proper first impression: e. g., ***** rpj^g merciless Macdonwald — Worthy to a rebel, for to that The multiplying villainies of nature Do swarm upon him — 2, 9-12. So: 2, 25-28; 3, 8-10; 3, 139-142; 4, 44; 5, 45-48; 6, 11-14; 6, 25-28; 7, 25-28; 7, 63-67. Others, such as Macbeth 's soliloquy at the beginning of scene 7, had better be treated after the class is familiar with the circumstances. This preliminary work should be carried through the whole play. The pupils will then be ready for the first reading. FIRST READING — BY THE TEACHER. After a brief explanation of one or two things, such as the law of inheritance and the state of society in Macbeth 's time, the first reading will begin. This will be uninterrupted except for brief comment on certain points of stage business necessary to an understanding of the different scenes, and explanation of meanings otherwise unnoticed. No lengthy or complicated dis- :i2 cussion, however, should be allowed to interfere with the pur- pose of this first reading — the general effect of the play as a whole. As further preparation for an appreciative reading by the class, three things are necessary. Some of the striking passages and appropriate figures should be pointed out and briefly com- mented upon: e. g., ***** his virtues Will plead like angels trumpet-tongued against The deep damnation of his taking-off; —7, 18-20. So: 3, 58-59 ; 4, 7-8 ; 4, 33-35 ; 5, 18 ; 6, 1-7 ; 7, 46-47. Then, an informal conversation about ambition, the central motive of the play, will serve as a point of contact between the pupil's everyday life and the terrible struggle of the brave Macbeth against his human nature. Every live boy or girl will eagerly give expression to his or her own desires for the future ; and numerous historical instances of what men and women have done to gratify ambition will further arouse their interest. Finally, there should be some brief comment on the super- natural element of the play; and the ideas of the pupils in regard to Shakespeare's purpose in using the witches and ghosts will be rendered more definite by questions and sugges- tions from the teacher. SECOND READING BY THE CLASS. The second reading can be made more interesting and ef- fective by assignment of the different parts to the individual members of the class, each part being given to several pupils, according to the number in the class. After the daily reading, which should show careful preparation on the part of the pupil, some of the obscure passages previously passed over will be taken into consideration. These difficulties should be solved, as far as possible, by the class. They will include such passages as ***** That, trusted home. Might yet enkindle you unto the crown. Besides the thane of Cawdor. 3, 120-122. 33 So: 1, 11; 2, 49-50; 2, 62-64; 3, 11; 3, 63. As to disputed readings, the less said the better. It is both unprofitable and uninteresting to discuss them with high school pupils at all, except in reply to doubts expressed on their part. The thoughtful teacher will know just how far to carry this part of the work; for the moment the interest of the class lags he should pass to another phase of the study. One step more is necessary, though, to complete the benefit of this kind of study. Every pupil will have his own impression of incidents and characters all through the play and will require little encouragement to express his opinion. At the end of the scenes and acts, or at any point which seems good to the teacher, the members of the class should be called on to comment orally on what has been done and shown in the play. Thus a genuine and intelligent appreciation is unconsciously given — a result so much more satisfactory than the usual garbled second-hand "criticism" following the reading of a dozen or more com- mentators. MEMORY W^ORK. As in all of the literary work, the memorizing of the finest passages should be required in connection with the second read- ing; and, if feasible, the presentation of simple scenes will bring further cultural results. OAUTION. The high school is no place for such details as the sources of the plot, the date of composition, metrical effects, and the like. The teacher should be prepared to answer questions of this sort briefiy and to show where information may be found; but these, and most of the disputed points that have brought forth volumes and volumes from scholars, have no place here. In fact, it is wise to include nothing which does not enhance the impression of the play as a work of imaginative literature. For the same reason, written work on the play, such as the comparison of characters and the discussion of abstract themes, should not be assigned as composition exercises. This kind of 34 work defeats the two principal aims of all literary training — originality of thought and expression, and the desire to read the best literature. Collateral Reading. Shakespeare's Hamlet. Hawthorne's The House of the Seven Gables. Dickens's A Christmas Carol and The Cricket on the Hearth. Homer's Odyssey, or Virgil's Aeneid. FOURTH YEAR: SECOND HALF. For this term's work I wish to suggest the study of the his- tory of English and American literature, through the medium of a brief and easy text-book on this subject. The value of this is self-evident. If there is time more reading can be done; and the more the better. This will have to be determined by the varying circumstances of the individual schools. Collateral Reading. Review of Macbeth. Tennyson, or Palgrave. Burke, or Washington and Webster. Carlyle, or Maeaulay. 35 UNIFORM ENTRANCE REQUIREMENTS IN ENGLISH, 1915-1919. For RejIding. Group I. — Classics in Translation. Two to be Selected The Old Testament, comprising at least the chief narrative episodes in Genesis, Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together with the books of Ruth and Esther; Homer's Odyssey, with the omission, if desired, of Books I, II, III, IV, V, XV, XVI, XVII; Homer's Iliad, with the omission, if desired, of Books XI, XIII, XIV, XV, XVII, XXI; Virgil's .Eneid. The Odyssey, Iliad, and ^neid should be read in English translations of recognized literary excellence. For any selection from this group a selection from any other group may be substituted. Group II. — Shakespeare. Two to be Selected Shakespeare 's Midsummer Night 's Dream ; Merchant of Venice ; As You Like It; Twelfth Night; The Tempest; Romeo and Juliet ; King John ; Richard II ; Richard III ; Henry V ; Coriolanus; Julius Caesar; Macbeth; Hamlet. N. B. — The last three only if not chosen for study. Group III. — Prose Fiction. Two to be Selected Malory's Morte d 'Arthur (about 100 pages) ; Bunyan's Pil- grim's Progress, Part I; Swift's Gulliver's Travels (Voyages to Lilliput and to Brobdingnag) ; Defoe's Robinson Crusoe, Part I; Goldsmith's Vicar of Wakefield; Frances Burney's Evelina; Scott's Novels, any one; Jane Austen's Novels, any one; either Maria Edgeworth's Castle Rackrent, or The Ab- sentee ; Dickens 's Novels, any one ; Thackeray 's Novels, any one; George Eliot's Novels, any one; Mrs. Gaskell's Cran- f ord ; either Kingsley 's Westward Ho ! or Hereward the Wake; Reade's The Cloister and the Hearth; Blackmore's Lorna Doone ; Hughes's Tom Brown's Schooldays; either Stevenson's Treasure Island, or Kidnapped, or The Master of Ballantrae; Cooper's Novels, any one; Poe's Selected Tales; either Hawthorne's The House of the Seven Gables, or Twice Told Tales, or Mosses from an Old Manse ; a collec- tion of short stories by various standard writers. Group IV. — Essays, Biography, etc. Two to be Selected Either the Sir Roger de Coverley Papers, or Selections from The Tatler and The Spectator (about 200 pages) ; Boswell's Selections from the Life of Johnson (about 200 pages) ; 36 Franklin's Autobiography; either Irving 's Selections from the Sketch Book (about "200 pages), or The Life of Gold- smith; Southey's Life of Nelson; Lamb's Selections from the Essays of Elia (about 100 pages) ; Lockliart's Selections from the Life of Scott (about 200 pages) ; Thackeray's Lee turcs on Swift, Addison, and Steele in the English Humor ists; Macaulay: one of the following essays: Lord Clive, Warren Hastings, Milton, Addison, Goldsmith, Frederic the Great, or Madame d'Arblay; Trevelyan's Selections from Life of ]\Iacaulay (about 200 pages) ; either Ruskin's Sesame and Lilies, or Selections (about 150 pages) ; Dana's Two Years Before the Mast; Lincoln's Selections, including at least the two Inaugurals, the Speeches in Independence Hall and at Gettysburg, the Last Public Address, and Letter to Horace Greeley, together with a brief memoir or estimate of Lincoln; Parkman's The Oregon Trail; Thoreau's Walden; Lowell's Selected Essays (about 150 pages); Holmes's The Autocrat of the Breakfast Table; Stevenson's Inland Voy- age, and Travels with a Donkey; Huxley's Autobiography and selections from Lay Sermons, including the addresses on Improving Natural Knowledge, A Liberal Education, and A Piece of Chalk; a collection of Essays by Bacon, Lamb, De Quincey, Hazlitt, Emerson, and later writers; a collection of Letters by various standard writers. For Study. Group I. — Drama. One to be Selected Shakespeare's Julius Ca?sar, Macbeth, Hamlet. Group II. — Poetry. One to be Selected ]\Iilton's L 'Allegro, II Penseroso, and either Comus or Lycidas; Tennyson's The Coming of Arthur, The Holy Grail, and The Passing of Arthur; the selections from Wordsworth, Keats, and Shelley in Book IV of Palgrave's Golden Treasury (First Series). Group III. — OrxVtory. One to be Selected Burke's Speech on Conciliation ^^'ith America; J\Iacaulay's Two Speeches on Copyright, and Lincoln's Speech at Cooper Union; Washington's Farewell Address, and Webster's First Bunker Hill Oration. Group IV. — Essays. One to be Selected Carlyle's Essay on Burns, with a selection from Burns 's Poems; Macaulay 's Life of Johnson; Emerson's Essay on Manners. 37 Group V. — Poetry. Two to be Selected Palgrave's Golden Treasury (First Series) : Books II and III, with special attention to Dryden, Collins, Gray, Cowper, and Burns; Palgrave's Golden Treasury (First Series): Book IV, with special attention to Wordsworth, Keats, and Shel- ley (if not chosen for study) ; Goldsmith's The Traveller, and The Deserted Village ; Pope 's The Rape of the Lock ; a col lection of English and Scottish Ballads, as, for example, some Robin Hood ballads, The Battle of Otterburn, King Estmere, Young Beichan, Bewick and Grahame, Sir Patrick Spens, and a selection from later ballads; Coleridge's The Ancient Mariner, Christabel, and Kubla Khan; Byron's Childe Harold, Canto III or IV, and The Prisoner of Chil- lon; Scott's The Lady of the Lake, or Marmion; Macaulay's The Lays of Ancient Rome, The Battle of Naseby, The Ar- mada, Ivry; Tennyson's The Princess, or Gareth and Lyn- ette, Lancelot and Elaine, and The Passing of Arthur; Browning's Cavalier Tunes, The Lost Leader, How They Brought the Good News from Ghent to Aix, Home Thoughts from Abroad, Home Thoughts from the Sea, Incident of the French Camp, Herve Riel, Pheidippides, My Last Duchess, Up at a Villa — Down in the City, The Italian in England, The Patriot, "De Gustibus — ," The Pied Piper, Instans Tyrannus; Arnold's Sohrab and Rustum, and The Forsaken Merman; Selections from American Poetry, with special at- tention to Poe, Lowell, Longfellow, and Whittier. 38 BIBLIOGRAPHY. The following will be helpful to the teacher: Arlo Bates's Talks on Teaching Literature (Houghton). Arlo Bates's Talks on the Study of Literature (Hough- ton). McMurry's ]\Iethod in the Reading of English Classics (Macmillan). Chubl)'s The Teaching of English (Macmillan). Cox's Literature in the Common Schools (Little, Brown &Co.). Smith's What Can Literature Do for Me (Doubleday). Fairchild's The Teaching of Poetry in the High School (Univ. of Mo. Bulletin). Among the books that the school library should contain are : Skeat's Concise Etymological Dictionary. The Century volume of Proper Names. Gay ley's Classic Myths. Complete sets of Dickens, Shakespeare, Scott, Eliot, Thackeray, Stevenson, Hawthorne, Poe, Cooper, Aus- ten, Reade, Kipling, Page, Harris, Craddock, Harte, Twain, 0. Henry. Complete sets of the Poets, both English and American. The Classics can be obtained in cheap form from almost any of the publishers of text-books. Cassell's are the most satisfac- tory for the use of the pupils. They are the cheapest and con- tain practically no notes. Every pupil should be required to own a dictionary. The best for the purpose as well a.s for future use is Webster's Secondary-School Dictionary (American Bk. Co. $1.50). LIBRARY OF CONGRESS 019 747 472 5