lish literature would have been if the entire
act had been assigned with a view to giving the students an insight
into the dramatic structure of each scene in this act and of the act
as a whole. All the questions would then bear on dramatic movement, on
the dramatist's technique, on his way of arousing interest in his
story, on devices for giving the cause and the development of the
action. In the opening scene we read:

_Elsinore. A Platform before the Castle._
_Francisco at his post. Enter to him Bernardo._

BER. Who's there?

FRAN. Nay, answer me; stand, and unfold yourself.

BER. Long live the King!

FRAN. Bernardo?

BER. He.

FRAN. You come most carefully upon your hour.

BER. 'Tis now struck twelve; get thee to bed, Francisco.

FRAN. For this relief much thanks: 'tis bitter cold. And I am sick
at heart.

BER. Have you had a quiet guard?

Here we see the guard on duty challenged by his relief, a most unusual
procedure. Why does this experienced guard so far forget the customary
forms as to challenge the guard on duty? What possible reason can
there be for this? How would you read the second line? What words must
be emphasized to show the surprise of the challenged guard? If the
entire hour were given to the whole of Act I and all the questions
sought to reveal to the students Shakespeare's power of dramatic
structure, a definite and lasting impression would be carried away.
Act I should be assigned again, but with a different aim. The teacher
now seeks to make clear to the student the dramatist's method of
character portrayal. A third hour may be spent on certain portions of
this act in which attention is given to significant facts of language,
choice of words, or poetic form. When a guiding aim controls, all
questions, suggestions, explanations, and illustrations tend to create
in the mind of the pupil a rich and unified impression. Where no
distinct aim gives direction to the work, the student is confused by a
variety of facts--isolated facts--that are displaced by another group
of disjointed bits of information. Aimless teaching leads to mental
wandering on the part of the student; teaching governed by a definite
aim leads to mental development and to the acquisition of new
viewpoints and new power.

=The educational aim vs. the instructional aim=

We must distinguish clearly between the general or educational aim and
the specifi