Obviously these extracts hardly do justice to the views of Macaulay, but it is evidently absurd to try to interest pupils in poetry when they are getting from one of the works selected "for careful study" the idea that the poet is a semi-madman practicing one of the habits of a half-civilized race![36:1] Fortunately much of the reading is better, although in effect the books are sometimes limited by the difficulty of keeping the interest of children up for the long poem. The inclusion in the list of "Elaine" and "The Lady of the Lake" of course presupposes on the part of the pupil familiarity in the lower grades with lyrics and brief narrative poems; and in many cases this may be sufficient. Most pupils will be sure to care for "The Ancient Mariner," many for "The Princess;" and any wholesome boy, with ordinary intelligence, should be interested in "Ivanhoe" and "Macbeth." As things stand, however, the teacher is forced to deal largely with books which almost compel formal and pedantic treatment. Burke's "Speech on Conciliation," admirable as it is in its place and way, will hardly give to a young student an insight into literature or a taste for imaginative work. The normal, average lad is likely, it seems to me, to be bored by "Silas Marner," or at least very mildly interested; and I confess frankly my inability to understand how youthful enthusiasm is to be aroused or more than youthful tolerance secured for Irving's "Life of Goldsmith" or Macaulay's "Life of Johnson." Plenty of pupils are docile enough to allow themselves to be led placidly through these works, and indeed to submit to any volume imposed by school regulations; but what the teacher is endeavoring to do is to convince the young readers that books entitled to the name "literature" are really of more worth and interest than the newspaper, the detective story, the sensational novel, or the dime-theatre song. It is perhaps not possible to find among the English Classics works well adapted to such use,—although I refuse to believe it,—but I do at least feel that the present entrance-requirement list does not lend itself readily, to say the least, to the task of the teacher who aims at developing an intelligent and loving appreciation of literature. The list of obstacles which beset the way of a teacher of literature might easily be lengthened; but these seem chief. They are discouraging; but they exist. They must be faced and overcome, and nothing is gained by ignoring them. The successful teacher, like the successful general, is he who most clearly examines difficulties, and best succeeds in devising means by which they may be vanquished. FOOTNOTES: [35:1] Since this was written this essay has been removed from the list, but the effects of it are still with us, as it was used for all classes entering college before 1906. I leave this comment, however, because of its important bearing on a point which I wish to bring up later. [36:1] See page 212. IV OTHER OBSTACLES