event a taste for this injurious kind, is to give the
pupil an acquaintance with works descriptive of noble deeds and virile
character. An interest in epic poetry or the historical novel may be
developed from the child's instinctive interest in action. Tennyson's
_Passing of Arthur_, Arnold's _Sohrab and Rustum_, Longfellow's
_Evangeline_ and _King Robert of Sicily_, and Scott's _Ivanhoe_ will be
read with keen enjoyment. The force and beauty of the language, the
faithfulness of the descriptions to life, the historical setting, the
lofty imagery, and the logical development will arouse a healthy mental
appetite that will find no pleasure in the worthless story of sensation
and vulgar incident, or even in some badly constructed compositions of
historical adventure.

3. The pupils of the Senior Forms show even more striking interest in
animals, pets, and wild creatures than do the pupils of the Junior
Forms. To this natural interest is due the engrossing character of
nature study. To it is also due the satisfaction arising from the
reading of some of the many nature stories that have appeared in recent
years.

Thompson-Seton's _Wild Animals I have Known_ and _Lives of the Hunted_,
and Roberts' _The Watchers of the Trails_ are excellent examples of this
class.

COMPLETE WHOLES VERSUS EXTRACTS

Scattered throughout the _Ontario Readers_ are to be found extracts from
larger works. These extracts are placed there primarily because they
have some special literary value. They have fairly complete unity in
themselves and can be treated in detail in a way that would be
impossible with a whole story. The extract has an advantage over the
whole, in that it repays intensive study, while, in many cases, such
study of the whole work would not be worth while. It is considered
better to give the pupil many of these passages where the author has
shown his greatest art, rather than to allow one long work to absorb the
very limited time which the pupil can devote to this subject. The study
of the extract will have accomplished its mission if it induces the
pupil to read the larger work for himself in later years. If the
treatment by the teacher is made as interesting as it should be, it is
hoped that the pupil will obtain such delight from, and be inspired to
such enthusiasm by, these glimpses of literary treasures, that he will
not be satisfied until he has enjoyed in their entirety such works as
_The Lady of the Lake_, _Pickwick P