English Literature: Its History and Significance for the Life of the English-Speaking World

English Literature: Its History
and Significance for the Life of
the English-Speaking World

The Project Gutenberg EBook of English Literature, by William J.
Long This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever. You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.net
Title: English Literature Its History and Its Significance for the Life of
the English Speaking World
Author: William J. Long
Release Date: January 6, 2004 [EBook #10609]
Language: English
Character set encoding: ASCII
*** START OF THIS PROJECT GUTENBERG EBOOK ENGLISH
LITERATURE ***

Produced by Kevin Handy, Dave Maddock and PG Distributed
Proofreaders

ENGLISH LITERATURE
ITS HISTORY AND ITS SIGNIFICANCE FOR THE LIFE OF THE
ENGLISH-SPEAKING WORLD
A TEXT-BOOK FOR SCHOOLS
BY WILLIAM J. LONG, PH.D. (Heidelberg)
* * * * *
TO MY FRIEND C H T IN GRATITUDE FOR HIS CONTINUED
HELP IN THE PREPARATION OF THIS BOOK
* * * * *
PREFACE
This book, which presents the whole splendid history of English
literature from Anglo-Saxon times to the close of the Victorian Era, has
three specific aims. The first is to create or to encourage in every
student the desire to read the best books, and to know literature itself
rather than what has been written about literature. The second is to
interpret literature both personally and historically, that is, to show how
a great book generally reflects not only the author's life and thought but
also the spirit of the age and the ideals of the nation's history. The third
aim is to show, by a study of each successive period, how our literature
has steadily developed from its first simple songs and stories to its
present complexity in prose and poetry.
To carry out these aims we have introduced the following features:
(1) A brief, accurate summary of historical events and social conditions
in each period, and a consideration of the ideals which stirred the whole
nation, as in the days of Elizabeth, before they found expression in
literature.

(2) A study of the various literary epochs in turn, showing what each
gained from the epoch preceding, and how each aided in the
development of a national literature.
(3) A readable biography of every important writer, showing how he
lived and worked, how he met success or failure, how he influenced his
age, and how his age influenced him.
(4) A study and analysis of every author's best works, and of many of
the books required for college-entrance examinations.
(5) Selections enough--especially from earlier writers, and from writers
not likely to be found in the home or school library--to indicate the
spirit of each author's work; and directions as to the best works to read,
and where such works may be found in inexpensive editions.
(6) A frank, untechnical discussion of each great writer's work as a
whole, and a critical estimate of his relative place and influence in our
literature.
(7) A series of helps to students and teachers at the end of each chapter,
including summaries, selections for reading, bibliographies, a list of
suggestive questions, and a chronological table of important events in
the history and literature of each period.
(8) Throughout this book we have remembered Roger Ascham's
suggestion, made over three centuries ago and still pertinent, that "'tis a
poor way to make a child love study by beginning with the things
which he naturally dislikes." We have laid emphasis upon the delights
of literature; we have treated books not as mere instruments of
research--which is the danger in most of our studies--but rather as
instruments of enjoyment and of inspiration; and by making our study
as attractive as possible we have sought to encourage the student to
read widely for himself, to choose the best books, and to form his own
judgment about what our first Anglo-Saxon writers called "the things
worthy to be remembered."
To those who may use this book in their homes or in their class rooms,

the writer ventures to offer one or two friendly suggestions out of his
own experience as a teacher of young people. First, the amount of
space here given to different periods and authors is not an index of the
relative amount of time to be spent upon the different subjects. Thus, to
tell the story of Spenser's life and ideals requires as much space as to
tell the story of Tennyson; but the average class will spend its time
more pleasantly and profitably with the latter poet than with the former.
Second, many authors who are and ought to be included in this history
need not be studied in the class room. A text-book is not a catechism
but a storehouse, in