How to Study Shakespeare: With Articles on General Literature and Directions for Forming and Conducting Study CirclesHamilton Wright Mabie, Henry Van Dyke, Francis Hovey Stoddard, Nicholas Murray Butler, Charles Alphonso Smith, Lyman Abbott, Charles Francis Richardson, Edward Everett Hale University Society Incorporated, 1907 - 94 sider |
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How to Study Shakespeare: With Articles on General Literature and Directions ... Hamilton Wright Mabie Ingen forhåndsvisning tilgjengelig - 2015 |
How to Study Shakespeare: With Articles on General Literature and Directions ... Hamilton Wright Mabie Ingen forhåndsvisning tilgjengelig - 2018 |
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æsthetic become beginning best books biography Book of Ruth Capel Lofft character culture delight drama education I name EDWARD EVERETT HALE emotion enemy of growth English literature essay feel fiction forms George Eliot give grammar habit HAMILTON WRIGHT MABIE harmony hero hints human iambic pentameter ideal Idylls intellectual interest Jane Eyre knowledge language learned Let him read literary Locksley Hall LYMAN ABBOTT lyric manners meaning meetings Merchant of Venice methods mind moral nature NICHOLAS MURRAY BUTLER novel personality pleasure poem poet poetic poetry prose pupil questions read aloud Read the play reader Required Reading rhythms senses serious study Shake Shylock social speare spirit story student Study Circle Study Shakespeare Suggested Readings Suggestions for Study teach teacher Tennyson text-book Thackeray things thought tion true Vanity Fair verse whole wise woman women words writer young
Populære avsnitt
Side 46 - At last divine Cecilia came, Inventress of the vocal frame ; The sweet enthusiast from her sacred store Enlarged the former narrow bounds, And added length to solemn sounds, With Nature's mother-wit, and arts unknown before. — Let old Timotheus yield the prize Or both divide the crown; He raised a mortal to the skies; She drew an angel down ! A* ODE TO SAINT CECILIA.
Side 17 - Heaven doth with us as we with torches do, Not light them for themselves ; for if our virtues Did not go forth of us, 'twere all alike As if we had them not.
Side 70 - And I gave my heart to know wisdom, and to know madness and folly: I perceived that this also is vexation of spirit. For in much wisdom is much grief: and he that increaseth knowledge increaseth sorrow.
Side 87 - When his fancy is once on the wing, let it not stoop at correction or explanation. When his attention is strongly engaged, let it disdain alike to turn aside to the name of Theobald and of Pope. Let him read on through brightness and obscurity, through integrity and corruption; let him preserve his comprehension of the dialogue and his interest in the fable. And when the pleasures of novelty have ceased, let him attempt exactness, and read the commentators.
Side 51 - Yet I doubt not through the ages one increasing purpose runs, And the thoughts of men are widened with the process of the suns.
Side 1 - Museum (if you could live long enough) and remain an utterly " illiterate," uneducated person ; but that if you read ten pages of a good book, letter by letter, — that is to say, with real accuracy, — you are forevermore in some measure an educated person.
Side 86 - Notes are often necessary, but they are necessary evils. Let him that is yet unacquainted with the powers of Shakespeare, and who desires to feel the highest pleasure that the drama can give, read every play, from the first scene to the last, with utter negligence of all his commentators. When his fancy is once on the wing, let it not stoop at correction or explanation.
Side 73 - Romanic, and Latin elements, and has gained by long experience and wide reading a knowledge of the mental incidence of words as well as of their artistic effect. He is hampered by no set formulas, but manifests in his speech, spoken and written, the characteristic powers and appreciation of his nature. The educated man is of necessity, therefore, a constant reader of the best written English. He reads not for conscious imitation, but for unconscious absorption and reflection. He knows the wide distinction...
Side 77 - No reception without, reaction, no impression without correlative expression, — this is the great maxim which the teacher ought never to forget.
Side 78 - ... against that sham form of it which is easily recognized as well-informed incapacity. Our colleges and universities abound in false notions, notions as unscientific as they are unphilosophical, of the supposed value of knowledge, information, for its own sake. It has none. The date of the discovery of America is in itself as meaningless as the date of the birth of the youngest blade of grass in the neighboring field; it means something because it is part of a larger knowledge-whole, because it...