ENGLISH LITERATURE FOR JUNIOR CLASSES IN FOUR PARTS EDITED BY H. COURTHOPE BOWEN, M.A. HEAD MASTER OF THE GROCERS' COMPANY'S SCHOOLS, HACKNEY DOWNS C. KEGAN PAUL & CO., 1 PATERNOSTER SQUARE 1879 280.0.689. HOW TO USE THE BOOK. It is not the object of this little book to supply texts which may serve as lessons in Grammar, Philology, or Antiquarianism, or which may be made exercises for the memory. The poems gathered here are meant to be studied for the sake of the thought and imagination they contain, and for the sake of the methods used to express these. The intention is that the pupil shall become familiar with fine thought and beautiful imagination in their many varieties, and shall learn how best to give expression to such things. This has been carefully kept in mind in choosing the pieces. Some have been chosen for their thought, some for their imagination; all for the power and excellence of their expression. To enlarge and ennoble the mind there is no better means than the study of literature. To learn how to speak and write correctly and well, there is but one way-the study of literature. To offer an opportunity for the study of simple English Literature is the object of this book. As the pupils, who are to study these poems, are expected to be not much over the age of ten, it is manifest that the Notes are of necessity very simple in character, and many of them such as boys of fifteen or sixteen years of age would not require. It is hoped that they may serve to illustrate and explain the poems, and to direct the pupil's attention to all the finer points. It is not intended that the Notes should be an object and end in themselves. They will have failed in their aim if they do not drive the pupil back on the text as the sole subject of his study. Grammar is but slightly touched upon; Philology is only introduced when the meaning of a word is thereby really made clearer and more interesting; while Antiquarianism is never brought in except where it really throws light upon the text. When they are preparing these poems as lessons, the pupils are required to look out in a dictionary (and learn) every word the meaning of which they do not thoroughly know. The dictionary which up to the present I have found most handy and useful for the purpose (though it is far from perfect) is Messrs. Collins's "Illustrated National and Pronouncing Dictionary" (price one shilling). In the Notes, therefore, no words are explained if the meanings given in this dictionary are sufficiently clear and accurate. It may, perhaps, be of use to teachers to have a summary given here of the chief points to be attended to in the study of literature. We should require :— I. As to the substance of the text. (a) All comparisons by means of which anything is illustrated or explained (similes *), and all applications of words to uses which in their original meaning they could not be put (metaphors †), to be carefully studied and explained, and the metaphors to be expanded to show their full meaning. (b) The force and character of the descriptive words, and the names applied to things, to be fully realised. (c) A paraphrase of the author's words to test that his meaning is exactly and fully understood. It is seldom that one gets a paraphrase which does not omit some point. And yet it is of the highest importance that the whole meaning shall be taken in. Never mind how long the paraphrase is, so that it omits nothing. (d) A general knowledge of the meaning of the passage in hand, and of the line of argument pursued. II. A knowledge of the history and derivation of a few particular words, where these illustrate clearly the general tendencies and laws of language, and are otherwise of *E.g. "Her face was pale as the borrowed beauty of the moon.” "The thought came to him as quick as lightning. 66 † Eg. He bridles his anger." "In loftiness of thought he soars far above them." |