PR MK4 FNGLlSHriASSlCS • ^HAKESPEARES S Othello Englij^ . Classics, Etc, Classes in English Literature; Reading, Grammar, etc. EDITED BY EMINENT ENGLISH AND AMERICAN SCHOLARS. Each Volume contt "ins a Sketch of the A'uthoi'''s Life, Prefatory and i Explanatory Notes, et:-., etc. These Volume? ?"|e thoroughly adapted, f cjr Schools in which English Literature forms au^anch of study, or wheie a carefully-selected por- tion of some Eng' ih Classic is selected for minute examination, or for supplementary -eading matter. The notes 9,re unusually full and exhaustive, occup fig in many volumes nearljJvhalf the book. Etj^- mology is atte^ i ■ to throughout, the derivations of all the more difficult Vv .^lue , ^li. i given. In short, they snpply the student with all the iurormatio • i jessa.y to a perf e .-1 u: derst ^ ' i and just appre- ciation of the ' % and incidentally communicate much useful philo- logical and gen i)^' knowledge. !N"o, t Byroa'a k'opheey of Dante. (Cantos I. aaJ II.) " 8 MUton'f rt Allegro and II Penseroso. ; " 8 Lord Ba wi's Essays, CItII and Moral. (Selected.) i^ " 4 Byron's \ lisoner of ChiUon. " 5 Moore'g i . |e--Worslilpper8. (LaUa Bookh. Selected irom Parts I. 7 andn.){| « 6 Goldsmii 'k Deserted VUlace. *• 7 8eott'» i/Vmioa. (SelectioDr^irom Canto VI.) " t Scott's ■''iy of the T.ast Minstrel. Tntrodactlon and Ciintol.) " 9 Burns' |^:ottcr's Saturday Night, and Otlier Poems. " 10 Crabbc|i The Tillage. "11 Campbt'il's Pleasures of He i>e. (Abridgment of Part I.) *' 13 Maeauljj^g Essay on Banyan's PilgriE" ^ Progress. " Ifi Maeau/ay's Armada »nd other Poems. " 14 Sha*:e4peare's Merchant of Venice, S elecU ■■ '^qtot: Acts I., I II, anrf "V_^ 15 Goiak f Traveller. f .oV OF CONn^ « 16 Ho^ I ien's Wake. h v9)^^ \ P '> ( ''^'^So "17 ColT K JAnclent Mariner. f,V^ t„,^ ' i? « 18 Ad<7 ^\ lir Roger de Coverley. ''% A f^^ « 19 Grj y ^ isr in a Country Churchyard ^ 'iakesilre's As You Like It, eie. (Seloctiona.,- ^— i^i— » " S3 pfest akes^re's King John and Eing Richard II. (Selections.) " SS^ha^^s^re's King Henry IV., King Henry V., King Henry / VI. (^JLoctions.) «• ®4 ShakespeaW's Henry Till., and Julius Ceesar. (Selections.; (continued.) ENGLISH CLASSICS— Continued. Xo. S5 Wordewortli's Excursion. (Book I.) " 26 Pope's Essay on Critieism. " 27 Spenser's Faerie Queene. (Cantos I. and 11.) " S8 Oowper's Task. (Book I.) " 29 MUton's Oomus. \ " 80 Tennyson's Enoch Arden, The Lotus Eaters, UlysBeg^ ond Tithonus. " 81 Irving's Sketch Book. (Selections.) ** 82 Dickens* Christmas CaroL (Condensed.) " 8S Carlyle's Hero as a Prophet. " 84 Macaulay's "Warren Hastings. (Cotidensed.) " 85 Goldsmith's Vicar of Wakefield. (Condensed.) *« 86 Tennyson's The Two Voices, and A Dream of Fair Women. '* 8? Memory Quotations. " 88 Cavalier Poets. " 89 Dry den's Alexander's Feast, ana jUaciTlecKnoe. *♦ 40 Keats' The Eve of St. Agnes. \ ** 41 Irving's Legend of Sleepy Hollow. '* 42 Lamh's Tales from Shakespeare. " 48 Le Kow's How to Teach Reading. *' 44 Webster's Bunker Hill Orations. ♦' 45 The Academy Orthoepist. A Manual of Pronunciation. *' 46 Milton's Lycidas, and Hymn on the Nativity. ** 47 Bryant's Thanntopsis, and Other Poems. , " 48 Raskin's Modern Painters. (Selections.) f ** 49 The Shakespeare Speaker. " 50 Thackeray's Roundabout Papers. | *' 51 Webster's Oration on Adams and JefTerson. " 52 Brown's Rah and His Friends. *' 58 Morris's Life and Death of Jason. *'* 54 Burke's Speech on American Taxation. ** 55 Pope's Rape of the Lock. «« 56 Tennyson's Elaine. ! " 5'? Tennyson's In Memorlain. i " 68 Church's Story of tbe JEneid. " 59 Church's Story of the Iliad. ' " 60 Swift's Gulliver's Voyage to Lilllpnt. " 61 Macaulay's Essay on Lord Bacon. (Condensed.) «* 62 The Alcestls of Euripides. English Version by Rev. R.Potter, M. A, " 68 The Antigone of Sophocles. English Version by Thomas Franck- lin, D.D. «* 64 Elizabeth Barrett Browning. (Selected Poems.) " 65 Robert Browning. (Selected Poems.) "66 Addison's' The Spectator. (Selections.) " 6? Scenes from George Eliot's Adam Bede. ♦* 68^ Matthew Arnold's Culture and Anarchy. Continued on last J>age, ^ SHAKESPEARE'S w OTHELLO WITH Introduction, Notes, and Plan of Preparation. (selected.) ^ vV By BRAINERD KELLOGG, LL.D., ' -- - Professor of the English Language and Literature in the Brooklyn Polytechnic Institute, author of a " Text-Book on Rhetoric," a " Text-Book on English Literature," and one of the authors of Reed &> Kcllogg's ^^ Graded Lessons in English," and ^^ Higher Lessons in English." etc., etc. New York : Effingham Maynard & "Co., Publishers, 771 Broadway and 6j & 69 Ninth St. ■ . ^ "? "? \ 1892. ~f KELLOGG'S EDITIONS, ' , Shakespeare's Plays, "^ ^t^ WITH NOTES. Unifortn in style and price with this volume, THUS FAR COMPRISE: MERCHANT OF VENICE. KING HENRY V. AS YOU LIKE IT. JULIUS CJESAR. KING LEAR. MACBETH. TEMPEST. HAMLET. KING HENRY VIII. KING HENRY IV., Part I. KING RICHARD III. A MIDSUMMER-NIGHT'S DREAM- A WINTER'S TALE. OTHELLO. TWELFTH NIGHT. OTHERS IN PREPARATION. Copyright, 1891, by EFFINGHAM MAYNARD & CO, b^' . EDITOR'S NOTE. ^\ - The text here presented, adapted for use in mixed classes, has been carefully collated with that of six or seven of the latest and best editions. Where there was any disagreement those readings have been adopted which seemed most reasonable and were supported hy the best authority. The notes of English editors have been freely used. Those taken as the basis of our work have been rigor- ously pruned wherever they were thought too learned or too minute, or contained matter that for any other reason seemed unsuited to our purpose. We have generously added to them, also, wherever they seemed to be lacking. B. K. \ l//^.^li^.^. GENERAL NOTICE. ** An attempt has been made in these new editions to interpret Shakespeare by the aid of Shakespeare himself. The Method of Comparison has been constantly employ- ed ; and the language used by him in one place has been compared with the language used in other places in simi- lar circumstances, as well as with older English and with newer English, The text has been as carefully and as thoroughly annotated as the text of any Greek or Latia classic. " The first purpose in this elaborate annotation is, of course the full working out of Shakespeare's meaning. The Editor has in all circumstances taken as much pains. with this as if he had been making out the difficult and obscure terms of a will in which he himself was personally interested ; and he submits that this thorough excavation of the meaning of a really profound thinker is one of the very best kinds of training that a boy or girl can receive at school. This is to read the very mind of Shakespeare, and to weave his thoughts into the fibre of one's own mental constitution. And always new rewards come to the care- ful reader— in the shape of new meanings, recognition of 5 thoughts he had before missed, of relations between the characters that had hitherto escaped him. For reading Shakespeare is just like examining Nature ; there are no hoUownesses, there is no scamped work, for Shakespeare is as patiently exact and as first-hand as Nature herself, " Besides this thorough working-out of Shakespeare's meaning, advantage has been taken of the opportunity to teach his English — to make each play an introduction to the English of Shakespeare. For this purpose copi- ous collections of similar phrases have been gathered from other plays ; his idioms have been dwelt upon ; his pecu- liar use of words ; his style and his rhythm. Some Teachers may consider that too many instances are given ; but, in teaching, as in everything else, the old French say- ing is true : Assez n^y a, sHl trop n''y a. The Teacher need not require each pupil to give him all the instances collected. If each gives one or two, it will probably be enough ; and, among them all, it is certain that one or two "will stick in the memory. It is probable that, for those pu- pils who do not study either Greek or Latin, this close ex- amination of every word and phrase in the text of Shake- speare will be the best substitute that can be found for the study of the ancient classics. " It were much to be hoped that Shakespeare should become more and more of a study, and that every boy and girl should have a thorough knowledge of at least one play of Shakespeare before leaving school. "It would be one of the best lessons in human life, without the chanca of a polluting or degrading experience. It would alsa liave the effect of bringing back into the too pale and for-, jnal English of modern times a large number of pithy an