he Light Brigade--Tennyson; Lead, Kindly
Light--Newman; The Bugle Song--Tennyson;
Crossing the Bar--Tennyson; The Fighting
Temeraire--Newbolt; Afterglow--Wilfred
Campbell; proverbs, maxims, and short extracts.

FORM IV

A. SELECTIONS FROM FOURTH READER

B. SUPPLEMENTARY READING AND MEMORIZATION: Selections may be made from
the list prepared annually by the Department of Education.

LITERATURE

CHAPTER I

INTRODUCTION

It is the purpose of this Manual to present the general principles on
which the teaching of literature is based. It will distinguish between
the intensive and the extensive study of literature; it will consider
what material is suitable for children at different ages; it will
discuss the reasons for various steps in lesson procedure; and it will
illustrate methods by giving, for use in different Forms, lesson plans
in literature that is diverse in its qualities. This Manual is not
intended to provide a short and easy way of teaching literature nor to
save the teacher from expending thought and labour on his work. The
authors do not propose to cover all possible cases and leave nothing for
the teacher's ingenuity and originality.

WHAT IS LITERATURE?

Good literature portrays and interprets human life, its activities, its
ideas and emotions, and those things about which human interest and
emotion cluster. It gives breadth of view, supplies high ideals of
conduct, cultivates the imagination, trains the taste, and develops an
appreciation of beauty of form, fitness of phrase, and music of
language. The term _Literature_ as used in this Manual is applied
especially to those selections in the _Ontario Readers_ which possess in
some degree these characteristics. Such selections are unlike the
lessons in the text-books in grammar, geography, arithmetic, etc. In
these the aim is to determine the facts and the conclusions to which
they lead. Even in the Readers, there are some lessons of which this is
partly true. For instance, the lesson on _Clouds, Rains, and Rivers_, by
Tyndall, is such as might be found in a text-book in geography or
science. Here the information alone is viewed as valuable, and the pupil
will probably supplement what he has learned from the book by the study
of material objects and natural phenomena. When this lesson is to be
studied, the pupil should be taught not only to understand thoroughly
what the author is expressing by hi