mmarian or the geometrician. And, secondly, it is not true
that the study of literature, even in the mother tongue, cannot be a
discipline and a delight together. The two are very far from
incompatible: indeed that discipline is most effective which is almost
or quite unconsciously self-imposed in the joyous exercise of one's
own faculties. The genuine footballer and the genuine scholar will
both agree with Ferdinand the lover, that

There be some sports are painful, and their labour
Delight in them sets off.

And the "labour" of the boy or girl who is really wrapped up in a play
of Shakespeare or is striving to express the growing sense of beauty
in fitting forms of language, is no less truly spiritual discipline
because it is felt not as pain but as interest and delight.

It is fortunately no part of my business to endeavour to instruct
teachers in the methods of imparting the love and knowledge of
literature. But the value of literary studies in education depends so
much upon the spirit in which they are pursued that I may perhaps be
permitted a few more words on the practical side of the subject. I
have already repeated the truism that no one can impart enthusiasm who
is not himself possessed of it: but even the lover of literature
sometimes lacks that clear consciousness of aim, and that sympathetic
understanding of the personality of his pupil; which are both
essential to successful teaching. Just as the clever young graduate is
tempted to dictate his own admirable history notes to a class of boys,
or to puzzle them with the latest theories in archaeology or
philosophy, so the literary teacher is apt to dazzle his pupils with
brilliant but to them unintelligible criticism, or to surfeit them
with literary history, or to impose upon them an inappropriate
literary diet because it happens to suit his maturer taste or even his
caprice. No one is likely to deny that such errors are possible; but I
should not venture to speak so decidedly, if I were not aware of
having too often fallen into them myself. And the only safeguard for
the teacher is the familiar "Keep your eye on the object"--and that in
a double sense. We must have a clear conception of our aim, and also a
living sympathy with our pupils. I have attempted to indicate the aim,
the equipment of boy or girl for civilised life and for spiritual
enjoyment. It will be sympathy with our pupils which will chiefly
dictate both the method and the material of o