as such, seldom thinking who wrote them, or when. The plan of study presented here, therefore, comes close to the student's life and experience and will have its appeal for him. He will recognize his favorite types and will want to know more about them, as well as of those that are new to him. Thus his attention and interest will be held, and the purpose for which any course in literature is given will be most effectively served. Such a course of study as this will, moreover, teach him how to distinguish one type from another as he meets it in his general reading; it will show him what to look for in each, and how to go about it; in fact, it will broaden his outlook, give him a keener sense of values, and help him to become an intelligent, self-dependent reader. A pupil pursuing such a course should also be unusually well fitted either to meet the college entrance requirements, or to guide his own reading if a college education be denied him. The reading list placed at the end of each chapter, giving for each type a large number of examples drawn from different periods of time, will aid him greatly in choosing what is worth while. Although this list is not exhaustive, it is very comprehensive and varied, and will serve as a valuable guide, while allowing the student a great deal of freedom in making his own selections.

Inasmuch as this book enters a field which in many ways differs from that usually covered by a high school course, it will not be amiss to give a few directions as to its use. Experienced teachers will probably wish to handle the material in their own way, but the young teacher will, no doubt, find suggestions helpful. It is intended that, after the pupil has been given a bird's-eye view of the whole course, such as is found in the Introduction, the different types will be taken up in the order presented. Just before proceeding to the characteristics of each type, the teacher should, by means of a few informal questions, lead the pupil to make the connection between what he already knows and the unfamiliar, inspiring him to have toward the new type the attitude of an explorer of unknown territory who is anxious to discover how the new differs from the old. As he proceeds, the pupil will be alert to note the signs of change, as well as the things familiar to him. After the characteristics of a type have been presented and some knowledge has been gained regarding its importance and historical development, examples are studied, the student being encouraged to notice. how the sub-divisions of a general class of poetry, or prose, related, and at the same time are different from each other, and

are

how even two examples of the same type will show marked differences as well as similarities. He must not lose sight of the fact, though, that he is to discover why the classification is justified in each case. Thus not only will the interpretation of the particular piece of literature be of interest to him, but also its relation to other literature. In connection with the class work, the student will read as many examples of the particular type outside of class as the time will allow, reporting either orally or in writing of the things which have interested him in the reading. Sometimes, when the opportunity offers, he may even try to produce something similar himself in connection with his regular theme work. If the teacher will encourage the student to make constant use of the letter addressed to him, to be found at the end of this preface, it will do much toward bringing the desired results.

Though this method of studying literature in high school may seem to be a departure in many ways from the beaten track, it will in practice be found to be stimulating, practical, adaptable to both large and small schools, useful in fitting the student for college or for life, and workable. It has been thoroughly tested in actual class exercises during a period of five years and has proved unusually successful, both in securing the aims of literature study and in developing power in composition through the distinct benefit derived from the oral and written reports called for in the studies.

Aside from the acknowledgment of indebtedness given above, I wish to express my grateful appreciation to Professor James Fleming Hosic for his unfailing kindness and valuable criticisms; to Principal G. A. Ketcham, of the Missoula county high school, for encouraging me at first to undertake the work and for his wise and helpful counsel; and to Mr. Lyle Lane for material aid in arranging the index.

M. I. R., Missoula, Montana.

THE AUTHOR TO THE STUDENT

My dear Student,

This letter is placed here with the hope that it will help you to get the most that is possible out of a book which has been written expressly for you. It is also hoped that the material presented here may become a working factor in your life-not only while you are in school, but after you leave it, for the great types of literature discussed here will last through the ages, and you will constantly be meeting examples of them as you go onward through the years.

You who are nearing the end of your high school course should have gained a considerable knowledge of literature from your English work in other years, and from your general reading. To this new course, then, you will have something of your own to contribute, and, at the same time, it is hoped, you will be able to get a deeper view of literature than you have had before. If you will approach this study in the spirit of the man who wants to know his tools so he can use them intelligently; to know things so that he can make use of them in his own daily life, you will get more from the work than otherwise.

In order to make a real success of this study of literary types, you should constantly keep in mind the little outline given in the Introduction in order to see just what types are closely related. This will help you to organize more clearly in your own mind the things that you are learning. The following suggestions will help you to get and keep the investigating attitude toward your work. You will also find that this will add to your enjoyment of what you read. 1. Before taking up a new chapter, always try to sum up all you think you know about the type to be discussed, and its relationship to other types.

2. Read carefully the characteristics of the particular type as given in this book, noting just what distinguishes it from others. See, too, how many things you find that you really did know before as well as those that throw new light on the subject. Study this material not merely to repeat again in a class recitation, but to know these things so that they will form a working basis for your own investigations.

3. Note what writers are considered by the most competent critics to have been the greatest masters of the type. This bit of information will be valuable to have.

4. Now apply what you have learned to the examples given. Read these first to get the thought, story, or feeling expressed and then study them, both to see how many of the characteristics pointed out are embodied in these particular selections, and also to see wherein they show any divergence from the usual form. You will be sure to find some differences, for every writer is free to use his own individuality.

5. Next, in your outside readings, apply what you know and write a brief report of your discoveries.

6. Perhaps there may be some types that you will like to try to write yourself. If so, do it in lieu of your regular theme work.

There will be other suggestions found scattered through the chapters, but always, as you study a type, keep what has been said here in mind. This sort of work will bring good results.

With best wishes for a happy and profitable year, I am

Sincerely your friend,

MABEL I. RICH.

INTRODUCTION

BY

JAMES FLEMING HOSIC, PH.D., GENERAL EDITOR

The newer conception of the aims of literature study in high schools demands reorganization of the subject matter and redirection of the activities of the pupils. The older conception, though not denying the possibility of other values, was inclined to lay stress on mental discipline, academic information, and rhetorical analysis. By contrast the modern tendency is to regard literature as primarily a means to the enlargement of experience, the formation of ideals, and the unselfish enjoyment of leisure. It would treat discipline, general information, and critical technique not as ends but as means and attainment in them as inevitable by-products of sincere efforts to master literary works approached as human documents rather than as forms for dissection.

The shift in method is no less marked. Ceasing to be a "recitation" of verbal facts committed to memory from notes or a handbook, the class exercise in literature partakes more of the nature of a literary club, where willing readers compare and correct the impressions gained from their studies, spur each other on to new endeavors, and consciously develop effective ways of approaching and mastering typical pieces of prose and verse. Theme, organization, pictures, and associations receive more attention and linguis tic oddities and erudite references less. The teacher's questions are more far-reaching and less meticulous and the pupils do more thinking, reading aloud, and acting and far less of explaining minutiæ and of labeling with grammatical and rhetorical terms. In a word, the newer ideal of method in high school literature. appears to be to train the ordinary citizen in the use of books and the enjoyment of the theatre through their actual use and enjoyment in school days. Editorial and critical specialists will find their opportunity later on.

From such a point of view the reading for young people is selected somewhat differently from what it once was. Variety of