Outlines for the Study of English Classics.

CHAPTER I.

AN OUTLINE COURSE OF STUDY IN ENGLISH LITERATURE.

"It is better to have a thorough acquaintance with one writer's works, than a superficial knowledge of the writings of many authors."-Arthur Gilman.

66 Assuredly, the right way of teaching English literature, so as to develop the intellectual tastes, is by using authors, and not miscellaneous literary chips.”—H. N. Hudson.

"Some historian will record of this present age, that it witnessed the introduction into our schools,—at least into some of them,―of a careful study of our native tongue, and the great works written in it."-J. W. Hales.

"There is no need more urgent at the present moment in our education, than the encouraging in every way we can of the study of literature (especially of our own), before it is entirely supplanted and destroyed by the equally, but not more than equally, important study of the exacter, and, therefore, more material and less human 'natural' sciences."-F. G. Fleay.

"Among teachers of English literature, there is a growing conviction that much time is wasted in the class-room by attempting to learn about too many authors. Such an attempt is dissipating to the mind of the student, and is most unsatisfactory to the teacher. Wherever the students can have access to a good library, it will be found to be the most profitable use

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of the time generally allotted to this subject, to have them study brief biographies of the few authors who have wielded potent influence over our thought and our language, to have them read the best criticisms upon these authors, and the best passages from their works."-Shaw's New History of Eng. Lit.

I. INTRODUCTION.

1. Within a few years, English Literature has become not only a recognized branch of study in most of our high schools, academies, and colleges, but the method of instruction has been radically changed for the better. In the past, too much time has been given to mere routine study of the pages of a manual devoted to the history of our literature, and too little attention paid to the critical study of the writings of an author. To-day, however, this plan has been superseded, at least in most of our best schools,—by a more sensible, and in fact the only true method,-viz., a thorough and systematic study of the text of a few great classics, supplemented by such explanations, criticisms, and biographical facts as will enable the student to accomplish this result. The English instructors have taken the lead in this matter, and to such teachers and scholars as F. G. Fleay, J. W. Hales, E. A. Abbott, R. Morris, E. T. Stevens, D. Morris, R. S. Davis, J. Hunter, and many others, are we indebted for ably edited and cheap editions of the English classics. In this country, too, our publishers have issued some beautiful and well edited editions of Milton, Addison, Goldsmith, and Shakespeare. Such teachers as Hiram Corson, F. A. March, Homer B. Sprague, H. N. Hudson, W. J. Rolfe, and others have done much by their writings to advance the study of English Literature to its proper place in the school curriculum.

While much has thus been accomplished by the publication of scholarly manuals, well-edited editions, etc., little has been done to give the young and inexperienced teacher or pupil such practical details and suggestions as are urgently needed in his every-day work. Oftentimes the successful teacher of botany or geometry will completely fail in an attempt to teach with any degree of satisfaction, the text of Longfellow's Evangeline, or Whittier's Snow Bound. Again, the faithful pupil is often puzzled in his futile efforts to prepare himself for a recitation in the Deserted Village, or Lycidas.

The fact of the matter is, that the ordinary highschool teacher and student needs as much help in his work in English Literature as he expects and obtains in any other branch of study. In the various works on English composition and rhetoric, full directions and numerous examples are given, with the design of aiding the pupil to a proper understanding of the subject. In like manner the student needs, and should have, similar explicit directions, practical suggestions, and other necessary helps, to enable him to study to the best advantage the writings of our great authors.

Taking this view of the subject, it has been our design to prepare a useful and practical hand-book, which will supply both teacher and scholar with such general and particular directions, homely details, and illustrations, as will serve as a basis of a systematic course of study in English Literature.

The order in which our course has been arranged is simply for convenience, and is purely arbitrary. Experience has shown that, as in any other branch of study, the less difficult work should come first in order. Beginning with Longfellow and Whittier, the young and inexperienced pupil is better prepared to appreciate

the beauties of Bryant and Goldsmith. Chaucer and Bacon would remain closed books to him who had not been drilled in the simpler English authors. The arrangement of this book is such, that the teacher can take up the authors in any order that may be deemed best.

The analyses, examples, illustrations, etc., scattered through the book, are not intended as models, but simply as hints and helps. Hence they are not to be copied or rearranged by the pupil, but are to serve as a guide to him to perfect his independent work. The same remark applies to the formal questions. No good teacher would ever use another's questions, except as a test-examination for his class. Such as we have given may prove suggestive to the inexperienced teacher.

Says Arthur Gilman, in the Preface to his English Literature:

"A single suggestion of 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 a study that is second to few in importance in a symmetrical educational system."

A word of caution may be necessary in reference to the numerous literary references given in various parts of the book. With some classes not a single one is necessary, while the advanced student may sparingly use some of the best. A few facts about Gray, while reading the Elegy, are sufficient; but in an extended course in Goldsmith or Milton, the scholar would do well to read Irving's Life of Goldsmith, and Macaulay's famous essay on Milton.

II.-GENERAL PLAN OF STUDY.

2. After the pupil has been drilled by a critical study of several simple prose and poetical selections, and is thus prepared to enter upon the study of an author in detail, some general plan should be adopted by the teacher in order to properly balance his work. In mapping out a proposed course of study, we would `advise the teacher to adopt the following

GENERAL PLAN.

I. A course of study based upon the systematic study of the texts of a few representative authors.

II. Collateral Study.

III. Manual Study.

IV. Writing Essays on general topics.

V. Writing Essays on special topics.

III.-REPRESENTATIVE AUTHORS.

3. The authors which we have selected as representative of our literature are,

These authors have been chosen,-first, because they represent every period of our literature; and, secondly, because they are practically most useful and convenient for class-room purposes. We have selected only these