class at the same time, and should be read and discussed

on a given date. Instead of written essays, the same ob. ject may be accomplished by familiar talks or discussions.

It is not expected, nor to be desired, that the young student should write an elaborate essay, or discuss profoundly these subjects; but one thing is sure, — that, with a little kindly advice and tact on the part of the teacher, very many important facts can be brought out by these general topics.'

Examples. -I. Anglo-Saxon literature and scholars. 2. Chaucer's place in English literature. 3. English reformers and martyrs. 4. English satire. 5. English humorists. 6. Novelists of the eighteenth century; nineteenth century. 7. Best allegories in prose and poetry. 8. King Alfred and his writings. 9. Period of English literature between Chaucer and Spenser. 10. Rise and progress of the English drama. II. The Saxon element of our language. 12. English lyric poetry. 13. Famous letter-writers. 14. The best sonnets. 15. Select English ballads. 16. The English Bible in English literature. 17. Some well-known hymns. 18. Women as contributors to English literature. 19. The best biographies in our literature. guishing characteristics of the Elizabethan period of English literature.

Illustration.

20. Distin

OUTLINE FOR Topic No. 18. - Twelve leading female writers; the time in which they lived; why they were famous. Who was Lady Montagu? Lady Jane Grey? Hannah More, and her influence upon the times. Who was Fanny Burney? Maria Edgeworth? Mary Somerville? Mary Russell Mitford? Who wrote "Jane Eyre"? The famous female novelists of today, English and American. Mrs. Jameson? Who was Mrs. Browning? Who was "George Eliot "? Mrs. Mulock-Craik? Jean Ingelow? Mrs. H. B. Stowe? The leading female writers of America?

"To teach the history of English literature, I take the time in the last year usually given to composition-writing. I assign to the class such topics as these: The Anglo-Saxons and their conquest of Britain, Introduction and spread of Christianity, Cædmon, Beowulf, Bede and his times, etc. The pupils prepare themselves by con sulting histories to which they are referred, and at a regular hour, all books laid aside, write out what they have learned, thus producing the successive chapters of a history for themselves. This is usually the least alluring part of the study; but with a little encouragement, and perhaps a good deal of allowance, all will do acceptably well, and some few even creditably."-J. W. MACDONALD.

In most of our schools, pupils are required to prepare and read before the class or school, at stated times, an essay or "composition" on some given subject. To the members of the class in English literature may be assigned at this time topics of a literary character which have a direct bearing upon the study. We give below a few subjects for illustration; others will readily suggest themselves.

Examples. -I. Something about Wycliffe and his Bible. 2. In his happy old age, Chaucer reads his exquisite story of Griselda tɔ a group of friends. 3. Imaginary interview between Spenser and Raleigh. 4. Shakspeare reads a play before Queen Elizabeth. 5. Milton's visit to Galileo. 6. The old miracle-plays and moralities. 7. Historical value of "Ivanhoe," "Kenilworth," etc. 8. Dr. Johnson at Mrs. Thrale's tea-table. 9. An evening with Goldsmith in his attic. 10. Goldsmith and his friends at the club. 11. With Bunyan in prison at Bedford. 12. Charles Lamb and his friends. 13. The best works of fiction I have ever read. 14. Shall I read novels? 15. What I know of Dickens as a writer. 16. Some of my favorite books. 17. How I spent a day at Abbotsford, with Sir Walter Scott; at Farringford, with Tennyson; at Sunnyside, with Irving; at Oak Knolls, with Whittier. 18. A stroll through London streets with Dickens, during which he points out some of his original characters. 19. What the "Jessamy Bride" told me about Goldsmith. 20. Famous books written in prison.

NOTE. For a list of topics, both general and special, see chap. xxiii.

V.-SUPPLEMENTARY READING.

It will add greatly to the interest and the profit of any course of study in English literature, to supplement the regular work by a judicious amount of additional or collateral reading. This supposes a practical knowledge of suitable books on the part of the teacher, and a taste for healthful reading on the part of the young student.

Various books have been suggested in the following SYLLABUS, which are well adapted to our purpose. Other works equally useful will suggest themselves to the thoughtful teacher.

It is not necessary to read the whole of a book: certain parts which have a special bearing on the topic under consideration are sufficient. For instance, chap. xiii. of Boswell's Life of Dr. Johnson has an interesting account of Oliver Goldsmith; two chapters in Fields's "Yesterdays with Authors" have delightful pen-pictures of Dickens and Hawthorne; Irving's "Visit to Abbotsford" will naturally be read in connection with one of Scott's novels.

There are a few works, aside from formal text and reference books, easily found in most school and public libraries, and of special interest to the student who is disposed to supplement the work mapped out in this book by appropriate and suggestive reading. Among such works the following are recommended: Donald G. Mitchell's About Old Story-Tellers; Kate Sanborn's Home Pictures of English Poets; Morley's English Men of Letters Series, consisting of some forty brief biographies of as many great English authors, written by the most eminent scholars of our day; Arvine's Cyclopædia of Literary Anecdotes; Fields's Yesterdays with Authors; Homes and Haunts of our (American) Elder Poets; American Men of Letters Series, and Poets' Homes Series. While book. catalogues and advertisements are so common, it is not necessary to refer in detail to popular and interesting biographies of the day, like Kennedy's monographs on Longfellow and Whittier, Froude's Carlyle, Trevelyan's Life and Letters of Lord Macaulay, and many others of a similar character.

One caution is necessary: Do not refer to many books. Consult only a few and well-chosen books, or parts of works. Let such select parts bear directly on the special subject under consideration.

VI. SYLLABUS OF A COURSE IN ENGLISH LITERATURE.

"The authors should be relatively few, and they should be representative. With our authors once decided upon, they should be grouped so as to bring together those who were contemporary, and we shall then be ready to state the influences at work in any era. When one has studied the representative authors of any period, the influences which affected the time in which they lived, and the influence which they exerted upon their own and subsequent times, he has properly studied literature.” – H. H. MORGAN.

The following course of study is intended to aid the student in mapping out his future work in English literature. It can be easily abridged or extended to meet the requirements of any particular class. For instance, if only one term is given to the subject, it would be useless to attempt to study the text of Shakspeare, Milton, or Byron. Under these circumstances, it would be advisable to select only five or six representative authors, and study thoroughly one or more of their productions, devoting one recitation every week to reading about the other authors, writing essays, etc. If two terms are allowed for English literature, select ten authors, and arrange the rest of the work as before.

Two important things must be kept in mind in plan. ning a course of study: first, the time in hours, and recitations allowed for the subject; and, secondly, the age and capabilities of the class.

SYLLABUS.

I. HENRY W. LONGFELLOW, 1807-1882.

1. Selections to Study.-Wreck of the Hesperus; Norman Baron; Village Blacksmith; Beleaguered City; Goblet of Life; Sir Humphrey Gilbert; Building of the Ship; The Light-house; Phantom Ship; Children's Hour; Fire of Drift-Wood.

NOTE. — Titles of pieces printed in Italics indicate that the texts of such selections are given in this book.

2. Collateral Study. - Dickens's Christmas Carol (English Classic Series). Selections from two of Dickens's novels. From David Copperfield: Ark at Yarmouth (chap. iii.), Little Em'ly (last third of chap. xxi.), The Tempest (chap. lv.). From Old Curiosity Shop: Death of the Little Scholar (chap. xxv.), The Old Sexton (chaps. liii. and liv.), Death and Burial of Little Nell (chaps. lxxi. and lxxii.).

3. Manual Study. Three great writers of recent fiction: Charles Dickens, William M. Thackeray, George Eliot.

4. Supplementary Reading. - Samuel Longfellow's Life of Henry W. Longfellow. Austin's Longfellow: His Life, Works, and Friendships.

5. Editions. Evangeline, Courtship of Miles Standish, Hiawatha, Golden Legend, etc. (Riverside Literature Series). Select Poems (Miss Hodgdon's "Leaflet" Series). Longer Poems (Modern Classics Series 1).

2.- WASHINGTON IRVING, 1783-1859.

1. Selections to Study. From The Sketch-Book: The Voyage; Christmas Eve; Return of Rip Van Winkle; Ichabod Crane in Search of a Sweetheart; Rural Funerals; Mutability of Literature; The Widow and her Son; The Broken Heart; Westminster Abbey.

2. Collateral Study. — Selections from Prescott; Selections from Motley (Miss Hodgdon's "Leaflet" edition).

3. Manual Study. — American historians: Prescott, Motley, Bancroft.

4. Supplementary Reading. — C. D. Warner's Life of Irving.

5. Editions. Selections from The Sketch-Book; Legend of Sleepy Hollow (English Classic Series 2); Six Selections from The Sketch-Book, edited by H. B. Sprague.

I A series of forty or more little volumes, including selections from the best English authors, issued in an inexpensive edition for school use, and sold for 40 cents each.

2 A series of sixty or more little books in paper, including well-edited selections from English classic authors, and sold for 10 cents each.