38 ADMISSION TO COLLEGE 



Knowledge, A Liberal Education, and A Piece of Chalk. A collection of Essays by 

 Bacon, I+amb, De Quincey, Hazlitt, Emerson, and later writers. A collection of let- 

 ters by various standard writers. 



V. POETRY. Palgrave: Golden Treasury (First Series), Books II and III, 

 with special attention to Dryden, Collins, Gray, Cowper, and Burns. Golden Treasury 

 (First Series), Book IV, with special attention to Wordsworth, Keats, and Shelley (if 

 not chosen for study under B). Goldsmith: The Traveller and The Deserted Village. 

 Pope: The Rape of the Lock. A Collection of English and Scottish ballads; as, for 

 example, some Robin Hood ballads, The Battle of Otterburn, King Estmere, Young 

 Beichan, Bewick amd Grahame, Sir Patrick Spens, and a selection, from later ballads. 

 Coleridge: The Ancient Mariner, Christabel, and Kubla Kahn. Byron: Childe Harold, 

 Canto III or IV, and The Prisoner of Civilian,. Scott: The Lady of the Lake or 

 Marmion. Macaulay: The Lays of Ancient Rome, The Battle of Naseby, The Armada, 

 and Ivry. Tennyson: The Princess or Gareth and Lynette, Lancelot and Elaine, and 

 The Parsing of Arthur. Browning: Cavalier Tunes, The Lost Leader, How They 

 Brought the Good News from Ghent to Aix, Home Thoughts from Abroad, Home 

 Thoughts from the Sea, Incident of the F&nch Camp, Herve Riel, Pheidippides, My 

 Last Duchess, Up at a Villa Down in the City, The Italian in England, The Patriot, 

 The Pied Piper, "De Gustibus /' and Instans Tyramms. Arnold: Sohrab and Rus- 

 tum and The Forsaken Merman. Selections from American poetry, with special at- 

 tention to Poe, Ix>well, Longfellow, and Whittier. 



B. STUDY 



One selection to be made from each group. 



I. DRAMA. Julius Caesar. Macbeth. Hamlet. 



II. POETRY. Milton: L' Allegro, II Penseroso, and either Comas or Lycidas. 

 Tennyson: The Coming of Arthur, The Holy Grail, and The Passing of Arthur. The 

 selections from Wordsworth, Keats, and Shelley in Book IV of Palgrave's Golden 

 Treasury (First Series). 



III. ORATORY. Burke: Speech on Conciliation with America. Macaulay's 

 Speech on Copyright and Lincoln's Speech at Cooper Union. Washington's Farewell 

 Address and Webster's First Bunker Hill Oration. 



IV. ESSAYS. Carlyle: Essay on Burns, with a selection from Burns's Poems. 

 Macaulay: Life of Johnson. Emerson: Essay on Manners. 



In the study of the books prescribed above, the constant aim should be 

 to develop the student's power of appreciation. He should be trained to 

 observe for himself, to analyze for himself, to reach judgments of his own. 

 One excellent method is to give with each assignment specific questions 

 directing attention to certain qualities of thought or plan or style. The 

 selecting of appropriate epithets and figures of speech, of beautiful, sug- 

 gestive, or forcible phrases, of qualities that make style now easy or 

 familiar, now ornate, dignified, or forcible, will develop a sense of literary 

 values, and cultivate the power of literary appreciation. Moreover, by 

 such study the student will insensibly strengthen and enrich his power of 

 self-expression. Having been trained to see and to appreciate clearness, 

 force, and beauty, he should strive to develop these qualities in his own 

 writing, and should thereby come to feel the utility of literature as well 

 as its beauty. The teacher who appreciates that in this development is the 

 end to be sought, will guard against giving ready-made judgments which 

 may injure by forestalling investigation. Properly taught, literature calls 

 for observation, analysis, comparison, as truly and as constantly as does 

 botany. The teacher's function is largely to direct this observation. 

 Manuals of literature, however excellent, should be treated as subsidiary. 

 Biographical details may be helpful in stimulating interest, the conditions of 

 the time may supply the setting, but the thing to be studied is the book 

 itself. 



2. COMPOSITION AND RHETORIC AND GRAMMAR, \ l / 2 units. 



In composition and rhetoric the constant aim should be to acquire the 

 habit of clear, correct, and forceful expression. To secure this result the 



