Questions on Shakespeare 



By ALBERT H. TOLMAN 



A Plan of Study Intended to Develop the Student's 

 Personal Judgment on Shakespeare 



PART I. Introduction 



220 pages, I6mo, cloth; postpaid 61 cents 



PART II. First Histories, Poems, and Comedies 



364 pages, 16 mo, cloth; postpaid $1.09 



HE author aims not only to make the study of Shakespeare in the 

 classroom more uniform but to help private students as well, and 

 to save even the occasional reader from a desultory and mechanical 

 perusal of the text. Study clubs in particular wfll find that these 

 questions answer their demand for a careful, systematic, and 

 illuminating guide to the text. The exercises on each play follow 

 a logical order, embracing general questions, questions on indi- 

 vidual acts and scenes, character-study, the relation of the play 

 to its sources, and questions concerning the text or meaning. 

 Part I is introductory to the series. It includes "The Study of 

 Shakespeare's Language," "The Study of Shakespeare's Verse," and a select general 

 bibliography. In the first section the chief differences between the language of 

 Shakespeare and present-day English are pointed out, and the reader is asked to 

 find for himself good examples of each peculiarity indicated. Under "Versifica- 

 tion" Professor Tolman traces the changes that appeared in Shakespeare's method 

 of writing verse. The bibliography (in fifteen sections), gives convenient lists of 

 books on sources, editions, historical data, interpretation, etc. 



Part II contains detailed questions for the study of Shakespeare's four early 

 histories (the three parts of Henry VI, and Richard III) which deal with the fall 

 of Lancaster and the coming of Tudor; the early poems; and the first comedies, 

 Lovers Labour^ s Lost, The Comedy of Errors, The Two Gentlemen of Verona, and A 

 Mid-summer Nighfs Dream. 



The exercises are planned so as to develop in every way possible the individual 

 powers of the student. The questions place him upon his own resources — "ask 

 him to handle the play as master-interpreter." There is no proper place in any 

 classroom or in the work of any private student for haphazard questioning. The 

 pupil is asked to enter with full sympathy into the life of the plays. The process 

 of working out under proper guidance his own commentary will be more useful 

 than the reading of the best commentaries of others; after such study, the dis- 

 cussions and interpretations of others will have for him an added interest and value. 

 Teachers will find in these books much that is helpful in organizing their work, in 

 arousing interest, and in securing the solid results which are the aim of all literary 

 study. 



The books are neatly bound in blue cloth with the titl6s stamped in gold. 



Address Dept. P 



The University of Chicago Press 



Chicago New York 



