"Little is left us but the air we breathe, and that appears to have been reserved with much hesitation, solely for the purpose of enabling us to endure the tasks they lay upon our shoulders." We have a proof of his impulsiveness in the dangerous freedom with which he speaks to Wamba, and of how daring this is we are made aware when the jester says to him: "I know thou thinkest me a fool, or thou wouldst not be so rash in putting thy head into my mouth. One word to Reginald Front-de-Bœuf . . . thou wouldst waver on one of these trees as a terror to all evil speakers against dignities." Of the superstition of Gurth we have proof by his fear at the mention of the fairies. "Wilt thou talk of such things while a terrible storm of thunder and lightning is raging within a few miles of us?" Here is a fairly satisfactory portrait of Gurth, although other traits of character are developed as the book goes forward. At the end of the novel the attention of the class may be directed to the skilful way in which at the very start Scott has struck in the words of Gurth the keynote of the oppression of the Normans and the hatred for them in the hearts of the Saxons; but a point of this sort should not be anticipated. It will tell for more if it is left until it has had its full effect and its place as a part of the whole romance may be clearly shown. * * * * * One last word I cannot bring myself to omit. I have said elsewhere that I disbelieve in the drawing of morals, and at the risk of repetition I wish to emphasize this in connection with fiction. The temptation here is especially strong. It is so easy to draw a moral from any tale ever written that two classes of teachers, those morally over-conscientious and those ignorantly inept, are almost sure to insist that their classes shall drag a moral lesson out of every story. The habit seems to me thoroughly vicious. It is proper to make the character of the persons in the novel as vivid as possible. The villain may be made as hateful to God and to man as the testimony of the author will in any way allow; but when that is done the children should be left to draw their own morals. They should not even be allowed to know that the teacher is aware that a moral may be drawn, and still less should they be asked to discover one. If they draw a moral themselves or ask questions about one, this is well, so long as they are sincere and spontaneous. If they are left entirely to themselves in this they will in a healthy natural fashion get from the story such moral instruction as they are capable of profiting by, and they will not be put into that antagonistic attitude which human nature inevitably takes when it is preached to. FOOTNOTES: [159:1] Five in the original. Some school editions, for what reason I do not know, omit paragraph five, which begins: "This state of things I have thought it necessary to premise." XIII