The method of teaching literature exclusively through a historical text-book has for many years been discredited. The substitution, however, of the study of a few selected masterpieces has also proved unsatisfactory, both because it leaves literature unrelated to history, and because it leaves the student without any sense of relations and proportion in literature itself. The remedy is sought in a compromise. None will attempt to teach literature to-day without requiring liberal reading in the works of important writers; but at the same time this reading will be regulated and the acquired knowledge set in order by the use of a critical history. Careful organization, therefore, should characterize every Buch history. There should be adequate recognition both of the various phases of literature and of individual writers. The selection of a few names, however truly representative, will not answer; and no writer may be presented in isolation from the rest. Doubtless, for the purpose of elementary study, in which memory plays so great a part, some sharpness of outline is needed, and this calls for a partial detachment of authors. But relations must still be attended to, and proportion observed. The lesser men may be crowded down, but they should not be thrown out; they are needed to give the right perspective to show that literature is not an affair of some half a dozen overtopping i Lames, but that it is a wide activity, without definable metes and bounds.
(Typographical errors above are due to OCR software and don't occur in the book.)
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