There are two things to be observed with regard to this process from the general, through the discursive, back to the general again. One is that the processes should, if possible, be kept separate; that one should keep, if possible, at the same level throughout any one lesson. This cannot be done if one changes from appreciation to analysis and back again on the same day. The second is that the analytic process is best left as far as possible to the student himself. I myself used to make the mistake of doing too much for the student; I used to try to analyse the poem thoroughly for him in class. I now think it better simply to point out difficulties and leave them to the student to solve, to suggest questions and leave them to the student to answer. The work may not be so thoroughly done, but the student receives a valuable stimulus which he would otherwise miss. I always give an opportunity for any difficulties which the student is unable to solve for himself to be brought to me. LECTURE II In my last lecture I tried to emphasize what I considered to be the most important objects of literary study, _i.e._, the appreciation of literature as art. I said that I thought it necessary that the teacher of English should have both a true appreciation of literature himself and the capacity for arousing appreciation in others. I pointed out that the teacher's first duty was to awaken in his students a response to the inner life or soul of the piece of literature with which he was dealing, that the best way of doing so was by a good vocal interpretation; and that it was therefore the duty of every teacher of English to learn to read well. I suggested that after the first response had been gained, there should come a thorough analysis, a study of form, structure, philology, and exact meaning, but that this process of analysis should be carried only so far as was necessary to a thorough appreciation of the work as a whole. I now come to the question of how far a study of the history of literature is desirable for the ordinary student, I mean the student who does not desire to specialize in the subject. Personally, I am a firm believer in the historical method of dealing with literature, not only because I think that a knowledge of the history of literature greatly heightens one's appreciation of literary works, but because I believe that many students, who would otherwise never do so, are by this method led to take an interest in, and so gradually acquire a taste for, literature.