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bits of Johnson's own writings, may be used to increase the interest. By no means should the pupils be required to learn them. Then some of the extracts from Macaulay's and Carlyle's essays on Croker's Boswell given in the Appendix may be employed to heighten the interest and to lead the pupils from Macaulay's vivid but superficial picture to Carlyle's deeper and more sympathetic insight. Johnson's place in English literary history may be studied by means of the admirable passage from Leslie Stephen in the Appendix, the notes which refer to contemporary writers, and some of the extracts from Carlyle. The chronological table may also be found of value here.

As for the study of Macaulay's style, much will depend upon the judgment of the teacher and the capacity of the class. A general criticism of his style is given in the biographical sketch of Macaulay in the Introduction. Every English teacher should be familiar with Minto's Manual of English Prose Literature, and should give his pupils as much of this as he thinks they can acquire. Single paragraphs of the Life of Johnson may be selected for intensive study ; and much interest may be aroused by a comparative study of Macaulay's and Carlyle's method of treating the same subject. In this way dry technicalities may be made quite exciting. The pupils may also be required to imitate Macaulay's style in written reports of investigations suggested by the literary and historical references given in the notes. But, after all, everything depends on the teacher. He will be either a taskmaster or an inspiration.



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