PREFACE.

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READING with my classes this "The Alhambra," and selections from the "Sketch Book," it seemed to me that Irving was well worth a much wider reading in the schools than he now has. That he is not more widely read is due, no doubt, to many reasons which need not here be discussed; but certainly one of them is the lack of an available book representative of his best work. To make such selections from his works as would (1) form an interesting book for school work, and (2) represent him at his best in every direction, was therefore the first task set. At the same time, I believed that such a book would lead both teacher and pupil to a more general reading of Irving.

I am well aware that in some quarters Irving is considered antiquated, though I have never been able to see upon what ground. Then, too, he is called "genial," as if it were a small thing to be able to give pure pleasure and enjoyment. If, as he himself says, he can, "by any lucky chance, in these days of evil, rub out one wrinkle from the brow of care, or prompt a benevolent view of human nature, and make his reader more in a good humor with his fellow-beings and himself," I for one cannot see why it should be counted against him.

But this is no place for an argument to show why Irving is worthy to be read, and read a great deal too. I shall content myself, therefore, by referring the reader to some things that have been said by others. One English writer, Thackeray, and two American writers, Charles Dudley Warner and Donald G. Mitchell, have said what any one may read with great profit. "Nil nisi bonum" in the Roundabout Papers; "Washington Irving," "American Men of Letters," especially the last chapter; Preface of 1863 to "Dream Life;" and "Washington Irving" in "Bound Together," give what any author might be happy to have said of him. I cannot forbear to quote briefly from these authors. 66 "Did he ever say an unkind thing of you, or me, or any one? Can you cull me a sneer, that has hate in it, anywhere in his books? Can you tell me of a thrust of either words or silence which has malignity in it?" "Here are two1 examples of men most differently gifted: each pursuing his calling; each speaking his truth as God bade him; each honest in his life; just and irreproachable in his dealings; dear to his friends; honored by his country; beloved at his fireside. It has been the fortunate lot of both to give incalculable happiness and delight to the world, which thanks them in return with an immense kindliness, respect, and affection."

"The author loved good women, and little children, and a pure life; he had faith in his fellow-men, a kindly sympathy with the lowest, without any subservience to the highest; he retained a belief in the possibility of chivalrous actions, and did not care to envelop them in a 1 Macaulay and Irving.

cynical suspicion; he was an author still capable of an enthusiasm. His books are wholesome, full of sweetness and charm, of humor without any sting, of amusement without any stain; and their more solid qualities are marred by neither pedantry nor pretension."

Happily the fashion of Manuals of Literature is passing away, and we are learning to become acquainted with authors rather than to know about them. So that the need of urging teachers to read much is also passing away. Yet the press of much work, and the weariness of exacting duties, often make outside reading almost a martyrdom. Notwithstanding this, I say, without hesitation, that nothing takes away the drudgery of teaching, puts life into the teacher, and awakens interest in the pupil, so well as a large acquaintance with authors on the part of the instructor. This outside reading should be not simply on the authors taught, and adjacent to them; but should, in addition, follow some definite course apparently remote, perhaps, from any actual daily work.

I am confident that much of the weakness in our English teaching; much of the lack of freshness, and of that indispensable sharpness of mind; much of the dreary treadmill round when one is teaching the same authors, and perhaps the same works, over and over again, are due to our disposition to be too easily satisfied with our acquirements.

Another fashion, too, is passing away; that fashion which denies to teacher and pupil one of the greatest pleasures of study and recitation, making of one a help

less questioner, and securing from the other a self-satisfied and listless answer, the fashion of copious notes.

Only a few notes, therefore, will be found in this book. If I have erred, I hope the error has been on the side of too few rather than too many notes. I have left even the choice of books of reference, dictionaries, etc., to the teacher.

In two selections, "The Palace of the Alhambra," and "The Character of Goldsmith," I have fitted together parts to suit the purpose I had in mind. I hope they will not have too much the appearance of patchwork.

The text of these selections is from the author's revised edition, published only by G. P. Putnam's Sons, by whose kind permission the papers in this book are used; and all the references in the notes are to that edition.

While this book has been prepared for the Student's Series of English Classics, it is believed that it will be found particularly well suited for use in the grammar schools, where the reading must of necessity be of a more general character than in the high school.

In the course of my work Prof. H. A. Beers of Yale University gave me many valuable suggestions which I here most gratefully acknowledge.

NEW HAVEN, May, 1894.

I. T.