Abilities of children differ, 30, 60.

Abstract ideas, 23, 112-115.

Acting out poems, 94.

Decker, quoted, 169.

Defoe, Journal of the Plague Year,

224.

146-150; Spectator, 146, 223.

Analysis vs. synthesis, 21.

Art, literature an, 53; not to be trans-
lated into words, 2; purpose of, 1,

73.

Bach, Passion Music, 116.
Beethoven, 53; Ninth Symphony, 116.
Biography, literary, 222-226.
Blake, William, quoted, 31; The Tiger,
93, 96-108.

Bronson, W. C., Voluntary Reading,
228, 230.

Brown, Dr. John, quoted, 79.
Browning, 72, 115, 239; How they
Brought the Good News, 113; The
Lost Leader, 114.

Burke, 221; Speech on Conciliation,
37, 65, 138-146.

Byron, Destruction of Sennacherib,
133, 215.

Carlyle, Burns, 213.
Chaucer, 225, 239.
Children, abilities differ, 30, 60; at
disadvantage, 118; comply mechan-
ically, 93; conceal feeling, 85; do
not know how to study, 46-48; know
when bored, 52; learn life by liv-
ing, 19; must be taught in own lan-
guage, 68; must do own work, 58;
must form estimates, 70; not af-
fected by preaching, 18; puzzled by
literature, 49; responsive to met-
rical effects, 117; skip morals, 89;
their world, 18, 79; too much de-
manded of, 45; understand only
through personal experience, 15, 67.
Coleridge, 72; Ancient Mariner, 37,
84, 85, 181.

College entrance requirements, 8, 30,
138, 213; books, 34-38; editors of,
6.

Conventionality, how met, 197.

• Cook, May Estelle, Methods of Teach-
ing Novels, 128.
"Cramming," 59.

Criticism, 193-206; asked of pupils,
44; of trashy books, 231; must take
pupil's point of view, 231.

Description, how written by pupils,
127.

De Quincey, 211; definition of litera-
ture, 123; Flight of a Tartar Tribe,
234.

Diagrams, futility of, 6.
Dickens, quoted, 7, 202.
Didactic literature, 22, 109.

Edgeworth, Maria, Parents' Assistant,

23.

Eliot, George, 129; Silas Marner, 5,
32, 37, 56, 127, 152, 197.
Emerson, 211; quoted, 65.
Emotion, aim of literature to arouse,
85; in literature, 2, 90; the motive
power, 24.

Enthusiasm, connected with culture,
24; contagious, 241; necessary in
teaching, 55; justification of, 57;
reason to be reached through, 40,
50.

Evangeline, 234; questions on, 42,
43, 45.

Examinational teaching, 74, 121-135.
Examinations, 28, 44, 70, 184; an In-
stitute paper, 130-135; best pre-
pared for by broad teaching, 122,
boy's view of, 8, 9; danger of, 40;
entrance, 35, 45; inevitable, 121;
necessarily a makeshift, 4; not the
aim in teaching, 28, 73; study for,
121-130; valuable only as tests,
121; what counts in, 125; what
examinations should test, 44.

Fables, truth of, 21.
Fielding, Tom Jones, 202.

Goldsmith, Vicar of Wakefield, 44,
56, 152.

Hawthorne, quoted, 167.
Heart of Oak Series, 91.
Honesty essential in teaching, 54.

Illustrations, care in using, 211.
Il Percone, 32.

Imagination essential in study of lit-
erature, 3; not created but devel-

oped, 53; nourished by literature,

26.
Inspirational use of literature, 74, 88-
95, 117, 236.

Irving, Life of Goldsmith, 37.
Ivanhoe, 37, 152; quoted, 169; study
of, 159-163.

Johnson, Samuel, quoted, 91.
"Juvenile " literature, 80.

Lamb, Charles, 234.
Language of literature, 63-67, 118;
of pupils, 64, 68-70; value judged
by effect, 209.

Life, "realities of," 20.
Limitations, inevitable, 46-48; must
be accepted, 31, 196; youthful, 240.
Litchfield, Mary E., quoted, 77.
Literature, a Fine Art, 53; aim of, 85;
algebraic, 112; approached through
personal experience, 67, 69; deals
with abstract ideas, 67; difficulty
in teaching, 28-38; defined by De
Quincey, 123; essentially human,
238; history of, 40, 222; "juvenile,"
80, 239; language of, 63-67, 118;
measured by life, 56; must be
connected with life, 68; must be
taught in language of learner, 68;
not didactic, 22, 109; not taught by
arbitrary methods, 238; nourishes
imagination, 26; pupils indifferent
to, 48; relation to life, 110; repro-
duces mood, 116; symbolic, 113;
truth in, 112-114; vocabulary of, 74;
why included in school course, 11-
27. See Study of Literature; Teach-
ing of Literature; Literary Work-
manship.

Literary appreciation, may be uncon-
scious, 93.

• Literary workmanship, 207-221.

45.

Macaulay, 211, 214; Life of Johnson,
37; Milton, 35, 36, 212, 213.
Macbeth, 3, 5, 37, 40, 57, 69, 76, 77, 83,
85, 118, 124, 202; false explanations
of words in, 63; Miss Cook on, 128;
note on, 32; study of, 165-192.
Machiavellus, 32.
Memorizing, 191.

Merchant of Venice, 6, 81, 118.
Metrical effects, 116; beyond ordin-
ary students, 186; children suscep-
tible to, 117; in Evangeline, 43; re-
lation to character, 119; study of,
94; vs. intellectual content, 216.
Middleton, Witch, 32.

Milton, 15, 53, 117, 220, 225; Comus,
34, 85, 117, 228; Il Penseroso, 34,
41, 190; L'Allegro, 34, 41, 190; Ly-
cidas, 34, 117; Paradise Lost, 123,
127, 131, 228.

Milton, Macaulay's, 35, 36, 212, 213.

Lady of the Lake, 37.
Shakespeare, 13, 16, 46, 47, 48, 49, 53,
57, 69, 72, 90, 117, 119, 129, 142,
168, 170, 181, 183, 184, 186, 187, 191,
206, 211, 212, 213, 225, 239; Ham-
let, 77, 127; ill-judged notes on, 32;
Julius Cæsar, 34; Lear, 168; Mac-
beth, 3, 5, 32, 37, 40, 57, 63, 69, 76,
77, 83, 85, 118, 128, 165-192, 202,
239; Merchant of Venice, 6, 81, 118;
Midsummer Night's Dream, 32;
Othello, 83, 167; quoted, 205; rea-
son of greatness unexplained, 55;
Richard III, 166; Romeo and Ju-
liet, 6; Tempest, 118; Troilus and
Cressida, 239.

Silas Marner, 5, 37, 56, 127, 152, 197;
note on, 32.

Sir Roger de Coverley Papers, 128,
138; study of, 146-150.
Speech on Conciliation, 37, 65; study
of, 138-146.

Stevenson, Treasure Island, 152–159.