Inductive Studies in Browning : For Secondary Schools, Colleges and Literature Clubs (Classic Reprint) by H C Peterson
Excerpt from Inductive Studies in Browning: For Secondary Schools, Colleges and Literature Clubs
It has become necessary to make new plates of this book; and I seize the occasion to revise the editorial matter in the light of the experiences I have undergone with it, since the first edition appeared.
The foot-notes have been Increased In number and have been restricted to explanations of the author's language; all purely antiquarian or historical comment has been omitted. The questions have, I think, been made more Inductive; each set of them has been Introduced by a short paragraph or two In elucidation of the poem under treatment. A number have been left out; this has made the lessons less cumbrously exhaustive and more teachable.
The aim in making ready the first edition has been kept with still greater fixity; that was to furnish something definite for the pupils to do in preparing a "lesson" in Browning. Students of literature in schools are continually discouraged by lack of definiteness in the requirements made of them. Shall they be told to prepare on linguistic peculiarities, on historical allusions, on the general subject-matter? Yet they have no way of knowing what a peculiarity of language Is; no way of knowing what Is salient and what commonplace in the external allusions; no way of Judging what must be scrutinized and what may belet pass.
Teachers of languages and mathematics, on the other hand, are much more pleasantly situated. Their students have definite exercises set them from day to day; they can know precisely when they have "got" their lesson, can know what it is they do not grasp, can know how much of their daily work they fall to do. In all this, there Is a certain satisfaction. On the contrary, "I don't know what you want us to do" Is the perplexed complaint that accompanies most work in literature.
To furnish something specific for students of Browning to prepare each day, just as text-books in Latin or Algebra furnish it for students In these subjects, Is what this book attempts to do. There are, no doubt, questions that manystudents will beunable to answer; but such unevenness of work is characteristicofall teaching. It Is not primarily Intended that the questions shall form the basis for the recitation; let the teacher teach as he always has - in his individual way.
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