I have ventured, in another chapter, to give some idea of the way in which I think such a work as "Macbeth" might be treated in the secondary school. I wish to emphasize the fact that it is an illustration and not a model. It is the way in which I should do it; but the teaching of literature, I repeat, is naught if it is not marked by the personality of the teacher. Of the results to be aimed at one need not be in doubt; concerning the methods there are and there should be as many opinions as there are sound and individual instructors. This illustration I have included because it may serve as a sort of diagram to make plain things which can only clumsily be presented otherwise, and because I hope that it may be suggestive even to teachers who differ widely from this exact method. What is aimed at in this manner of treating the play is primarily the enjoyment of the pupil, secondarily the broadening of his mind, and thirdly the training of his powers for the examinations inevitably lying in wait for him. It may seem contradictory that I put pleasure first and yet would begin with straightforward drill on the vocabulary. Such training, however, is preparatory to the taking up of literature, I believe it necessary to the best results, and I have already said that to my mind no need exists for making this dull. Even if it be looked upon as simple drudgery, however, I should not shirk it. Children should be taught that they are to meet hard work pluckily. They cannot evade the multiplication-table without subsequent inconvenience, and the sooner they realize that this is true in principle all through life, the better for them. Their enjoyment, moreover, will be tenfold greater if they earn it by sturdy work. It would be well, I believe, if all teachers in the secondary schools who are in the habit of concerning themselves largely with examinations and of allowing the minds of those under them to become fixed on these could realize that readers of blue-books are sure to be favorably impressed by two things: by the expression of thoughts obviously individual, and by the evidence of clear thinking. If these two qualities characterize an examination-book, the chances of its passing muster are so large that exact formal knowledge counts for little in comparison. All teachers who are intelligently in earnest try to put as little stress on examinations as is possible under existing conditions, but not all keep clearly in mind the fact that the best remedy for possible harm is the cultivation of the student's individuality.