Talks on Teaching Literature - Arlo Bates

[240:1] See pages [68-70].

[241:1] See page [112].

INDEX

Abilities of children differ, [30], [60].
Abstract ideas, [23], [112-115].
Acting out poems, [94].
Addison, De Coverley Papers, [128], [138], [146-150];
Spectator, [146], [223].
Analysis vs. synthesis, [21].
Art, literature an, [53];
not to be translated into words, [2];
purpose of, [1], [73].
Bach, Passion Music, [116].
Beethoven, [53];
Ninth Symphony, [116].
Biography, literary, [222-226].
Blake, William, quoted, [31];
The Tiger, [93], [96-108].
Bronson, W. C., Voluntary Reading, [228], [230].
Brown, Dr. John, quoted, [79].
Browning, [72], [115], [239];
How they Brought the Good News, [113];
The Lost Leader, [114].
Burke, [221];
Speech on Conciliation, [37], [65], [138-146].
Byron, Destruction of Sennacherib, [133], [215].
Carlyle, Burns, [213].
Chaucer, [225], [239].
Children, abilities differ, [30], [60];
at disadvantage, [118];
comply mechanically, [93];
conceal feeling, [85];
do not know how to study, [46-48];
know when bored, [52];
learn life by living, [19];
must be taught in own language, [68];
must do own work, [58];
must form estimates, [70];
not affected by preaching, [18];
puzzled by literature, [49];
responsive to metrical effects, [117];
skip morals, [89];
their world, [18], [79];
too much demanded of, [45];
understand only through personal experience, [15], [67].
Coleridge, [72];
Ancient Mariner, [37], [84], [85], [181].
College entrance requirements, [8], [30], [138], [213];
books, [34-38];
editors of, [6].
Conventionality, how met, [197].
Cook, May Estelle, Methods of Teaching Novels, [128].
"Cramming," [59].
Criticism, [193-206];
asked of pupils, [44];
of trashy books, [231];
must take pupil's point of view, [231].
Decker, quoted, [169].
Defoe, Journal of the Plague Year, [224].
Deliberation in work necessary, [217].
Description, how written by pupils, [127].
De Quincey, [211];
definition of literature, [123];
Flight of a Tartar Tribe, [234].
Diagrams, futility of, [6].
Dickens, quoted, [7], [202].
Didactic literature, [22], [109].
Edgeworth, Maria, Parents' Assistant, [23].
Eliot, George, [129];
Silas Marner, [5], [32], [37], [56], [127], [152], [197].
Emerson, [211];
quoted, [65].
Emotion, aim of literature to arouse, [85];
in literature, [2], [90];
the motive power, [24].
Enthusiasm, connected with culture, [24];
contagious, [241];
necessary in teaching, [55];
justification of, [57];
reason to be reached through, [40], [50].
Evangeline, [234];
questions on, [42], [43], [45].
Examinational teaching, [74], [121-135].
Examinations, [28], [44], [70], [184];
an Institute paper, [130-135];
best prepared for by broad teaching, [122];
boy's view of, [8], [9];
danger of, [40];
entrance, [35], [45];
inevitable, [121];
necessarily a makeshift, [4];
not the aim in teaching, [28], [73];
study for, [121-130];
valuable only as tests, [121];
what counts in, [125];
what examinations should test, [44].
Fables, truth of, [21].
Fielding, Tom Jones, [202].
Goldsmith, Vicar of Wakefield, [44], [56], [152].
Hawthorne, quoted, [167].
Heart of Oak Series, [91].
Honesty essential in teaching, [54].
Illustrations, care in using, [211].
Il Percone, [32].
Imagination essential in study of literature, [3];
not created but developed,
[53];
nourished by literature, [26].
Inspirational use of literature, [74], [88-95], [117], [236].
Irving, Life of Goldsmith, [37].
Ivanhoe, [37], [152];
quoted, [169];
study of, [159-163].
Johnson, Samuel, quoted, [91].
"Juvenile" literature, [80].
Lamb, Charles, [234].
Language of literature, [63-67], [118];
of pupils, [64], [68-70];
value judged by effect, [209].
Life, "realities of," [20].
Limitations, inevitable, [46-48];
must be accepted, [31], [196];
youthful, [240].
Litchfield, Mary E., quoted, [77].
Literature, a Fine Art, [53];
aim of, [85];
algebraic, [112];
approached through personal experience, [67], [69];
deals with abstract ideas, [67];
difficulty in teaching, [28-38];
defined by De Quincey, [123];
essentially human, [238];
history of, [40], [222];
"juvenile," [80], [239];
language of, [63-67], [118];
measured by life, [56];
must be connected with life, [68];
must be taught in language of learner, [68];
not didactic, [22], [109];
not taught by arbitrary methods, [238];
nourishes imagination, [26];
pupils indifferent to, [48];
relation to life, [110];
reproduces mood, [116];
symbolic, [113];
truth in, [112-114];
vocabulary of, [74];
why included in school course, [11-27].
See [Study of Literature]; [Teaching of Literature]; [Literary Workmanship].
Literary appreciation, may be unconscious, [93].
Literary workmanship, [207-221].
Longfellow, [83];
Evangeline, [42], [43], [45].
Macaulay, [211], [214];
Life of Johnson, [37];
Milton, [35], [36], [212], [213].
Macbeth, [3], [5], [37], [40], [57], [69], [76], [77], [83], [85], [118], [124], [202];
false explanations of words in, [63];
Miss Cook on, [128];
note on, [32];
study of, [165-192].
Machiavellus, [32].
Memorizing, [191].
Merchant of Venice, [6], [81], [118].
Metrical effects, [116];
beyond ordinary students, [186];
children susceptible to, [117];
in Evangeline, [43];
relation to character, [119];
study of, [94];
vs. intellectual content, [216].
Middleton, Witch, [32].
Milton, [15], [53], [117], [220], [225];
Comus, [34], [85], [117], [228];
Il Penseroso, [34], [41], [190];
L'Allegro, [34], [41], [190];
Lycidas, [34], [117];
Paradise Lost, [123], [127], [131], [228].
Milton, Macaulay's, [35], [36], [212], [213].
Moral, drawn by children, [129];
not to be drawn by teacher, [71-73], [163], [164], [198];
skipped by children, [89].
North, Plutarch's Lives, [170].
Notes, [75], [136];
to be studied first, [76].
Novel, study of, [152-164].
Œdipus, [202].
Oral recitation, [180], [184], [198].
Originality in children, [43].
Parables, truth of, [21-22].
Paraphrases, [219].
Plutarch, [170].
Poetry, compared with prose, [211-217];
nature of, [215].
Point of departure, [83], [143].
Point of view, [82], [149], [180].
Pope, quoted, [211].
Praise, not to be given beforehand, [70];
when wise, [71].
Prose, compared with poetry, [212-217].
Quicken tree, [168].
Raleigh, [25], [26], [64], [215].
Raphael, Dresden Madonna, [57].
Ray, [168].
Reading, aloud, [61], [154], [177];
final, of play, [186];
first, of play, [176-179];
in concert, [62];
intelligent, basis of study, [61-67];
second, of play, [179-186];
voluntary, [227-236].
Readings, disputed, [185].
Reference, books of, [136], [137].
Rembrandt, [208];
The Night Watch, [57].
Riche, Barnabie, quoted, [167].
Ridicule, danger of, [230].
Roosevelt, President, [57].
Sarcasm, forbidden, [199].
Scott, Ivanhoe, [37], [152], [159-163], [169];
Lady of the Lake, [37].
Shakespeare, [13], [16], [46], [47], [48], [49], [53], [57], [69], [72], [90], [117], [119], [129], [142], [168], [170], [181], [183], [184], [186], [187], [191], [206], [211], [212], [213], [225], [239];
Hamlet, [77], [127];
ill-judged notes on, [32];
Julius Cæsar, [34];
Lear, [168];
Macbeth, [3], [5], [32], [37], [40], [57], [63], [69], [76], [77], [83], [85], [118], [128], [165-192], [202], [239];
Merchant of Venice, [6], [81], [118];
Midsummer Night's Dream, [32];
Othello, [83], [167];
quoted, [205];
reason of greatness unexplained, [55];
Richard III, [166];
Romeo and Juliet, [6];
Tempest, [118];
Troilus and Cressida, [239].
Silas Marner, [5], [37], [56], [127], [152], [197];
note on, [32].
Sir Roger de Coverley Papers, [128], [138];
study of, [146-150].
Speech on Conciliation, [37], [65];
study of, [138-146].
Stevenson, Treasure Island, [152-159].
Swift, A Modest Proposal, [224].
Study of literature, in lower grades, [30];
must be deliberate, [217];
not study about literature, [40];
not study of notes, [34];
object of, [27], [29], [31];
obstacles to to-day, [39-60];
overweighted with details, [187];
puzzling to students, [47], [48];
test of success in, [30];
used as gymnasium, [88].
Summary, not a criticism, [204].
Supernatural, the, [84];
in Macbeth, [181];
in The Ancient Mariner, [181].
Superstition, about witch, [173];
about quicken tree, [168].
Synthesis vs. analysis, [21].
Teacher asks too much, [41-46];
ignores strain on pupil, [80];
must have clear ideas, [27], [49], [149];
must take things as they are, [39];
not clear as to object, [49];
not equal to demands, [53-60];
obliged to do work of home, [227];
to lead, not to drive, [58].
Teaching, helping to extend ideas, [210];
method in, [136], [224].
Teaching of literature, aim of, [11-27], [69-70], [236];
cannot be done by rule, [86], [138];
choice of selections in, [90-92];
confused methods, [6];
deals with emotion, [2];
educational, [3], [74], [109-120];
examinational, [3], [74], [121-135];
fine passages taken up in, [80];
importance of reading aloud in, [61];
inspirational, [49], [74], [88-95], [117];
must be adapted to average mind, [89];
preliminary, [74-87];
uncertainty in, [1-10];
written work in, [126].
Technique, instruction in. See [Workmanship, literary].
Tennyson, [49];
Elaine, [37];
Merlin and Vivian, [170];
Princess, [37];
Revenge, [26], [215].
Text, [136];
model, [137].
Thoroughness, [119].
Titian, [53], [208].
Translating, effect of, [218].
Treasure Island, study of, [152-159].
Truth in literature, [112-114].
Vicar of Wakefield, [44], [56], [152].
Vocabulary, growth of, [209];
Miss Litchfield's view, [77];
of Burke's Speech, [139];
of Ivanhoe, [160], [162];
of Macbeth, [165-171];
of prose, [137];
of Sir Roger de Coverley, [147];
of Treasure Island, [153], [155];
study of, [76-79], [125], [193];
to be learned first, [74], [110, n.];
to be learned from reference-books, [76].
Washington, George, [22].
Words, value of, [16].
Word-values, [17].
Wordsworth, [49], [239];
Lesson for Fathers, [195].
Workmanship, literary, [207-221].
Written work, [126-130];
comparison in, [190];
description in, [127];
in study of Macbeth, [187-191];
supreme test in, [129].

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