If, as is likely to be the case, the greater part or all of the class have passed the word "dollars" without notice, that fact serves to illustrate the need of care in reading. That they should pass it, moreover, illustrates also how the anachronism might pass unnoticed in Shakespeare's time, when historical accuracy was the last thing about which a playwright bothered his head. The teacher may well here refer back to the idea of considering literature as the algebra of the emotions, and remind the class that as the poet was not endeavoring to write history or to tell what happened in a concrete instance, but only to represent the abstract principle of such a situation as that in which Macbeth and his wife were involved, a departure from historical accuracy is of no importance so long as it does not disturb the effect on the mind of the audience or reader. No more that thane of Cawdor shall receive Our bosom interest.—_ii_, 63, 64. I'll give thee a wind.—_iii_, 11. The supposed power of the witches to control the winds and the superstitions of the sailors about buying favorable weather from them may be taken up in the first reading; but it seems better to leave it for the time when the effect of the play as a whole has been secured, and the interruption will be less objectionable. His wonders and his praises do contend Which should be thine or his: silenced with that.—_iii_, 63. That, trusted home.—_iii_, 120. Poor and single business.—_vi_, 16. Like the poor cat i' the adage.—_vii_, 45. It is not necessary to continue this list. Its length is decided by the one fixed principle to which is no exception: it is too long the moment the teacher fails to hold the interest of the class in the work which is being done. No amount of information acquired or skill in passing examinations can compensate for the harm done by associating the plays of Shakespeare in the minds of the student with the idea of dulness or boredom.