statute-caps, 41, 203, 242. Steevens, George, 190, 236. Stevenson, Matthew, 196, 239. stool-ball, 122. story-telling, 73. Stow, John, 82, 222. Stratford College, 33, 37. Stratford corporation, 39. Stratford early history, 27. Stratford grammar school, 95. Stratford Guild, 34, 37. Stratford-on-Avon, 21. Stratford topography, 43. strikes (of planet), 231. Strutt, Joseph, 67, 220. Stubbes, Philip, 176, 178, 185, 206, 236. Suckling, John, 235. sun dancing at Easter, 173. sweet hearts, 204, 246. sweet-suckers, 83, 223. swimming, 130. table-linen, 55. takes (of fairies), 231. tassel-gentle, 156. Taylor the Water Poet, 69, 220. tender well, 231. than (=then), 219. theatres, movable, 14, 215. theatrical entertainments, 160, 185. then (=than), 220. thorow, 65, 220. three-man beetle, 139. three-man songmen, 239. tick (=tag), 125. tick-tack, 70. tod, 239. told (=counted), 232. took on him as a conjurer, 225. toothache, charms for, 88. toothpicks, 65. _Topas, Tale of Sir_, 203, 241. towels, 56. tract (=track), 217. training of children, 60. tray-trip, 90. treatably, 219. treen, 55. troll-my-dames, 70. trumpet (=trumpeter), 222. Tusser, Thomas, 114, 195, 229. Udall, Nicholas, 114. vaward, 231. vervain, 80, 189, 222. villeins, 28. voiders, 62. waes-hael, 192, 237. wakes, 30, 205. Wall, A. H., 168, 234. Waller, Edmund, 126, 230. Walton, Izaak, 235. warden-pies, 239. warlocks, 223. Warner, William, 235. Warwick, 4. Warwickshire, 3. wash-basins, 56. Wat, 232. watchet-colored, 235. Webster, John, 90, 224. which (=who), 228. whifflers, 144. whistled off (in hawking), 157. white meats, 57. Whitsuntide, 184. whittles (noun), 240. who (=which), 231. wick-yarn, 240. Wierus, 224. Wife of Bath, 203, 242. Willis, R., 112, 229. Wilmcote, 4, 213. wine, 58. Wise, J. R., 26, 151. witches, 79, 84. Wolsey, Cardinal, 56. woman's part (on stage), 236. Woncot, 213. Worthies, the Nine, 18. wote, 223. wrestling, 142. yearned (=grieved), 232. [Illustration: ARMS OF JOHN SHAKESPEARE] SCHOOL COURSES IN SHAKESPEARE What plays of Shakespeare are to be recommended for school use, and in what order should they be taken up? These are questions often addressed to me by teachers, and I will attempt to answer them briefly here.