And as for me, though that my wit be lytë,
On bookës for to rede I me delytë.

Indeed, many mature persons (including the writer of this history) are
often unable to explain at first the charm or the style of an author who
pleases them; and the more profound the impression made by a book, the more
difficult it is to give expression to our thought and feeling. To read and
enjoy good books is with us, as with Chaucer, the main thing; to analyze
the author's style or explain our own enjoyment seems of secondary and
small importance. However that may be, we state frankly our own conviction
that the detailed study and analysis of a few standard works--which is the
only literary pabulum given to many young people in our schools--bears the
same relation to true literature that theology bears to religion, or
psychology to friendship. One is a more or less unwelcome mental
discipline; the other is the joy of life.

The writer ventures to suggest, therefore, that, since literature is our
subject, we begin and end with good books; and that we stand aside while
the great writers speak their own message to our pupils. In studying each
successive period, let the student begin by reading the best that the age
produced; let him feel in his own way the power and mystery of _Beowulf_,
the broad charity of Shakespeare, the sublimity of Milton, the romantic
enthusiasm of Scott; and then, when his own taste is pleased and satisfied,
a new one will arise,--to know something about the author, the times in
which he lived, and finally of criticism, which, in its simplicity, is the
discovery that the men and women of other ages were very much like
ourselves, loving as we love, bearing the same burdens, and following the
same ideals:

Lo, with the ancient