s language, but also to appreciate
the clearness and force with which he has given his message to the
world. The pupil should be called upon to examine the author's
illustrations, his choice of words, and his paragraph and sentence
structure.

Each literature lesson in the Reader has some particular force, or charm
of thought and expression. There is found in these lessons, not only
beauty of thought and feeling, but artistic form as well. In the highest
forms of literature, the emotional element predominates, and it should
be one to which all mankind, to a greater or less degree, are subject.
It is the predominance of these emotional and artistic elements which
makes literature a difficult subject to teach. The element of feeling is
elusive and can best be taught by the influence of contagion. There is
usually less difficulty about the intellectual element, that is, about
the meaning of words and phrases, the general thought of the lesson, and
the relation of the thoughts to one another and to the whole.

THE QUALITIES THAT APPEAL TO CHILDREN AT DIFFERENT AGES

This is a psychological problem which can be solved only by a study of
the interests and capacities of the children. These interests vary so
greatly and make their appearance at such diverse periods in different
individuals and in the two sexes, that it is a difficult matter to say
with any definiteness just what qualities of literature appeal to
children at any particular age. Moreover, the children's environment and
previous experiences have a great deal to do in determining these
interests and capacities. There are, however, certain characteristics of
different periods of childhood which are fairly universal, and which
may, therefore, be taken as guiding, determining factors in the
selection of suitable literature.

JUNIOR FORMS

1. One of the most striking characteristics of young children is the
activity of their imagination. They endow their toys with life and
personality; they construct the most fantastic and impossible tales;
they accept without question the existence of supernatural beings. The
problem for the teacher is to direct this activity of imagination into
proper fields, and to present material which will give the child a large
store of beautiful images--images that are not only delightful to dwell
upon, but are also elevating and refining in their influence upon
character. The fairy tale, the folk tale, and the fable, owe their
popula