Entered according to Act of Congress in the Year 1898, by

G. H. BELL,

In the Office of the Librarian of Congress, at Washington.

ALL RIGHTS RESERVED.

REVIEW & HERALD PUB'G CO.,

BATTLE CREEK, MICH.

820

B413

PREFACE.

THIS book differs from most of its kind, both in plan and purpose. It comprises a history of literature, and also special studies by means of selections, with questions and remarks. Part First is a historical outline, with only occasional short selections. Part Second is made up of selections, arranged by subjects, without special reference to chronological order.

The questions and remarks are placed at the end of each Part, instead of being put at the end of each chapter, or at the close of the section to which they refer. It is hoped that these questions will aid materially in analyzing the thought, and that they will prove a decided help both in learning and in teaching the lessons.

In the historical portion, the effort has been to represent every period by the best it produced. For this purpose it has not been thought necessary to call attention to a great number of writers, but only to such as gave tone and character to the literature of their time.

In making selections for such study, regard has been had to their influence upon mind and character, as well as to their literary merits. Selections have not been made from the Bible the best of all literature for the reason that it is in everybody's possession, and can be drawn from at will. So, also, only short extracts have been other excellent and well-known works. But enough is given in this book to cultivate a taste for true

taken from many

literature, if the work

[3]

is faithfully done according to the plan indicated; that the field may be broadened by private study or by further selections.

The importance of studying our best literature can scarcely be overestimated. Language, like other fine arts, is more effectually acquired through example than by technical instruction alone. Models are as essential in composition as they are in painting or in sculpture. There should be no conscious copying, nor any attempt at imitation; but when approached earnestly and lovingly, there is an inspiration in the productions of genius: they rouse our latent energies, and quicken our moral and intellectual perceptions.

This volume is not so much a study of authors as of their writings. It is intended as a study of literature rather than of literary people, and is based upon the conviction that a constant association with noble thoughts and pure expression will improve both mind and speech if it can be done by any means at our command. G. H. BELL.

Battle Creek, Mich.,

June 14, 1898.

SUGGESTIONS TO TEACHERS.

THE author does not presume to prescribe methods that the teacher is bound to follow, but wishes to make a few friendly suggestions.

The first thing to be considered is the primary object for which the study is to be pursued. It is pleasant to know who wrote this or that book, and to know the history and peculiarities of noted authors; but all this does not necessarily ennoble one's character, discipline his mind to more vigorous thinking, or materially improve his language. is not studying literature, but simply its history.

The real study of literature is the becoming acquainted with such writings as are by their intrinsic worth valuable to all people in all times. Such is the Bible; and such are all writings whose tendency is to call into healthy action the nobler attributes of our nature, thus contributing to the building up of a beautiful and symmetrical manhood.

But to become fully acquainted with such writings is to drink in of their spirit, to be stirred by the motives and emotions that prompted them. Here is where the help of the teacher is most needed. Reading aloud with the class is one of the best things a teacher can do. His enthusiasm, his appreciation, his sympathy with the thoughts and motives of the author, will be contagious.

It is thought that the questions, remarks, and analyses appended to each Part of the book will promote a thorough study of the text, and teachers are strongly advised to use them, at least so far as they are adapted to the condition of the pupils. The exercises therein required are specimens of

what should be carried out in other instances, so far as the interests of the class may demand, and the time permit.

It is better to be thorough in a few things than to be superficial in many. It will be more profitable to deal faithfully with the selections given in this book, than to neglect them for a wider range. The general reading can come

later, after a correct taste has been formed.

This leads us to the paramount object of studying literature in schools; namely, the developing of so pure a taste that the learner will be able to discriminate at once between real literature and trash. The time will come for our pupils when they cannot have parents, teachers, or friends by their side to tell them whether or not a book is good reading. They must learn to recognize for themselves the moral tendency, the literary character, the trend of influence, which constitute the inherent power for good or evil of any piece of writing. There is but one way for teachers to inculcate this, and that is by getting their pupils so thoroughly enamored with what is true and beautiful that they will instinctively turn away from everything of an opposite nature.

In the author's opinion a teacher cannot do better than to follow the book through by a regular succession of lessons, using the questions and requirements found in the book, with such other questions and exercises as may be suggested by the wants of the class. Asking pupils to look up all they can learn from any source concerning an author or his works would be detrimental to the plan of this book, since the notice of authors has been made brief in order that the mind may be employed with their best productions — not with anything and everything which they may have written, nor with personal idiosyncrasies which will only encourage a morbid inquisitiveness.