e influenced him.

(4) A study and analysis of every author's best works, and of many of the
books required for college-entrance examinations.

(5) Selections enough--especially from earlier writers, and from writers
not likely to be found in the home or school library--to indicate the
spirit of each author's work; and directions as to the best works to read,
and where such works may be found in inexpensive editions.

(6) A frank, untechnical discussion of each great writer's work as a whole,
and a critical estimate of his relative place and influence in our
literature.

(7) A series of helps to students and teachers at the end of each chapter,
including summaries, selections for reading, bibliographies, a list of
suggestive questions, and a chronological table of important events in the
history and literature of each period.

(8) Throughout this book we have remembered Roger Ascham's suggestion, made
over three centuries ago and still pertinent, that "'tis a poor way to make
a child love study by beginning with the things which he naturally
dislikes." We have laid emphasis upon the delights of literature; we have
treated books not as mere instruments of research--which is the danger in
most of our studies--but rather as instruments of enjoyment and of
inspiration; and by making our study as attractive as possible we have
sought to encourage the student to read widely for himself, to choose the
best books, and to form his own judgment about what our first Anglo-Saxon
writers called "the things worthy to be remembered."

To those who may use this book in their homes or in their class rooms, the
writer ventures to offer one or two friendly suggestions out of his own
experience as a teacher of young people. First, the amount of space here
given to different periods and authors is not an index of the relative
amount of time to be spent upon the different subjects. Thus, to tell the
story of Spenser's life and ideals requires as much space as to tell the
story of Tennyson; but the average class will spend its time more
pleasantly and profitably with the latter poet than with the former.
Second, many authors who are and ought to be included in this history need
not be studied in the class room. A text-book is not a catechism but a
storehouse, in which one finds what he wants, and some good things beside.
Few classes will find time to study Blake or Newman, for instance; but in
nearly every class there will be found one o