This sort of question is of course in the line of what is constantly done in class, but it is after all a different thing when it is made to emphasize the idea that an examination is a test of the power to appreciate literature instead of an exercise of memory. FOOTNOTES: [131:1] See page 205. XI THE STUDY OF PROSE Method in teaching is properly the adaptation of the personality of a given teacher to the personality of a given class. It cannot be defined by hard and fast rules, and the only value in presenting such illustrations as the following is that they may afford hints which teachers will be able with advantage to develop in terms of their own individuality. The way that is wise in one is never to be set down as the way best for another; and here as elsewhere I offer not a model but simply an illustration. If it suggest, it has fulfilled a better purpose than if it were taken blindly as a rigid guide. My own feeling would be that classes in literature should be provided with nothing but the bare text, without notes of any kind unless with a glossary of terms not to be found in available books of reference. In the matter of looking up difficulties the books of reference in the school library should be used; and if the school has no library beyond the dictionary, I should still hold to my opinion. The vocabulary may be very largely worked out with any fairly comprehensive dictionary, and what cannot be discovered in this way is better taken _viva voce_ in recitation than swallowed from notes without even the trouble of asking. Much will be done, moreover, by the not unhealthy spirit of emulation which is sure to exist where the pupils are set to use their wits and to report the result in class. They will remember much better; and, what in general education is of the very first importance, they will have admirable practice in the use of books of reference. Many difficulties must be explained by the teacher; but this, I insist, is better than the following of notes, a habit which is sure to degenerate into lifeless memorizing. The model text for school use would be cut in those few passages not suited for the school-room, would be clearly printed, and would be as free as possible from any outside matter whatever. In the case of poetry the ideal method would be to keep the text out of the hands of the student altogether until all work necessary to the mastering of the vocabulary had been done: but in practice such voluntary reading as a pupil chose to do beforehand would do no harm other than possibly to distract his attention from the learning of the meaning of words and phrases. In prose he will generally be in a key which allows the interruption of a pause for looking up words without much injury to the effect of the work.