den or Pope in our formal course: yet, with an advanced class, time could be spared, perhaps, for "Alexander's Feast," or "Essay on Man." A few recitations devoted to the "Vicar of Wakefield," or selections from Charles Dickens, will do much to relieve the monotony of everyday routine work.

Examples. 1. Dryden's Alexander's Feast. 2. Collins's Ode to Evening. 3. Wordsworth's Intimations of Immortality. 4. Keats's Eve of St. Agnes. 5. Shelley's Skylark. 6. Selections from Pilgrim's Progress, Vicar of Wakefield, Robinson Crusoe, and Thomson's Seasons. from Dickens and Charles Lamb.

7. Selections

III. - MANUAL STUDY

In addition to the study of a few representative authors, the pupil should have some acquaintance with the history of English literature as a whole, its origin, growth, and gradual development. To this should be added a critical study of the various influences which have molded the opinions and modified the literary career of the great writers of any particular period.1

The student may thus become familiar with the leading points in the history of our literature by occasional lessons from some manual, by oral instruction, or by a combina

1 "A very attractive and instructive way of studying literature is to select some great book or some great author as a nucleus round which to group one's knowledge of the writers of a period. If, for example, one studies that universally delightful book, Boswell's 'Life of Johnson,' and follows up the clews which its perusal suggests, a very competent knowledge of a large part of the literature of the eighteenth century may be acquired.

"

'Few more interesting literary studies could be suggested than, taking Shakespeare as a center, to mark wherein he differed from his predecessors and contemporaries, how far he availed himself of what they had done, how far he influenced them, and how far he was influenced by them, and to trace the whole course of the Elizabethan drama from its first dim drawings to its melancholy but not inglorious close." HENRY J. NICOLL.

tion of both methods. Any one of the many excellent manuals will answer every purpose, with some help from the teacher in arranging the subjects, omitting unnecessary or unimportant details, and harmonizing the whole by a series of topics specially adapted to the needs of each class.

A text-book on the history of English literature will also prove useful as a work of reference, or a kind of commentary, to obtain facts concerning the life and times of minor authors, for dates, tables, historical data, and general information not otherwise easily obtained.1

The following manuals are admirably adapted for class

room use:

Stopford Brooke's Primer of English Literature. Gilman's First Steps in English Literature. Brander Matthews's Introduction to American Literature. Watkins's Primer of American Literature.

IV.-ESSAYS ON GENERAL TOPICS

There are many points of general interest in English literature which may be selected as the subjects of essays. These essays should be written by each member of the class at the same time, and should be read and discussed on a given date. Instead of written essays, the same object 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.

1 "The text-book amplified by the intelligent pupil, under the direction of the experienced teacher, becomes a means of exciting discussion, of giving life to the recitations, of stimulating thought in a most agreeable way, and of begetting enthusiasm for the study." — GILMAN'S First Steps in English Literature.

AM. AND BRIT. AU. - IO

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. 20. Distinguishing characteristics of the Elizabethan period of English literature.

Illustration

OUTLINE FOR TOPIC NO. 18. — Twelve leading female writers; the time in which they lived; why they were famous. Who was Lady Montague? 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 to-day, 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?

In most of our schools, pupils are required to prepare and read before the class or school, at stated times, an essay or "composition 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. -1. Something about Wycliffe and his Bible. 2. In his happy old age, Chaucer reads his exquisite story of Griselda to a group of friends. 3. Imaginary interview between Spenser and Raleigh. 4. Shakespeare 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 even

ing 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. xxiv.

VI. -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.

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.

EXAMPLES

Donald G. Mitchell's About Old Story Tellers; Kate Sanborn's Home Pictures of English Poets; Arvine's Cyclopedia of Literary Anecdotes; Fields's Yesterdays with Authors; Homes and Haunts of our (American) Elder Poets; Wolfe's Literary Shrines; A Literary Pilgrimage; Morse's Life of Dr. Holmes; Holmes's Life of Emerson; Life of Motley; Pickard's Life of Whittier; Harrison's Early Victorian Literature; Sidney Lee's Life of Shakespeare.

NOTE.

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.

VII. SYLLABUS OF A COURSE IN ENGLISH LITERATURE

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 Shakespeare, Milton, or Byron. Under these circumstances, it would be advisable to select only five or six representative authors,1 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 planning a course of study: first, the time in hours, and recitations allowed for the subject; and, secondly, the age and capabilities of the class.

1 "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