But it is in the application of this simple principle to different kinds of literature that the teacher will find his greatest problems. Every new work will provide a new puzzle. How much need I say about this by way of introduction? What is the best way to present this? What illustrative extracts should I make from this? How much help should I give the student with this? A teacher has to teach the First Book of _Paradise Lost_. He has three quarters of an hour or an hour to make his first impression; on that first impression may depend the whole success of his teaching. It is obvious that with young students it will not do to plunge straight into a reading of the poem; they must be prepared for the reading; an atmosphere must be created; they must come to the reading in a proper, receptive attitude. How much introduction is necessary? Personally, I spend one whole hour talking about the poem. I point out as well as I can the plan of the whole poem, and how that plan is carried out, so as to get the relation of the First Book to the whole; I talk a little about epic poetry in general and what one is to expect from an epic poem; I point out the magnitude of Milton's task, the spirit in which he approached his work, the purpose and meaning of that work, and in every way I try to arouse an attitude of interest and expectancy. The next day, I do not begin to take up Book I in fragments, but I give a reading designed to give the story of the whole book in a series of the most striking passages, strung together by connecting narrative. We are now ready to study the poem analytically, and as we take up each part and dissect it, the students always have in view the relation of each part to the whole book, and, from the first lecture, to the whole poem. How to teach a play of Shakespeare is a subject that might well demand a whole lecture to itself. Shakespeare is undoubtedly the best material for teaching literature that we have, and is suitable for all grades, from the lowest to the highest. Of course, I need scarcely say that the method of treatment and presentation for honour students will naturally differ entirely from that appropriate to beginners. But there is one thing certain, that a play of Shakespeare, whether one teaches it to beginners or to advanced students, demands on the part of the teacher a most intense study. He must be soaked in it; he must be thoroughly familiar with it down to the smallest detail; he must have thought out the setting of every scene; he must have formed a clear conception of every character; he must have decided definitely the exact tone and emphasis with which every speech should be delivered; and lastly, he must decide how he may most effectively present it to his students.