al suitably to such instinctive tastes and interests of
childhood as are already awake and active; for example, Second Reader,
p. 3, _My Shadow_; p. 185, _A Visit from St. Nicholas_; p. 125, _Little
Gustava_; p. 215, _The Children's Hour_.

2. To awaken and develop interests and tastes that are as yet dormant;
for example, Second Reader, p. 42, _A Song for Little May_; p. 88, _The
Brown Thrush_.

3. To develop and direct the imagination; for example, Second Reader, p.
72, _The New Moon_; p. 117, _Little Sorrow_; p. 45, _The Little Land_;
p. 172, _The Wind_.

4. To arouse and quicken the sense of beauty; for example, Second
Reader, p. 92, _Mother's World_; p. 155, _Lullaby_.

5. To exercise and cultivate the emotions; for example, Second Reader,
p. 94, _Androclus and the Lion_; p. 135, _Ulysses_; p. 107, _A Night
with a Wolf_.

6. To develop manners and morals through examples of character and
conduct in action; for example, Second Reader, p. 114, _Joseph II and
the Grenadier_.

7. To develop appreciation for the well-told story; for example, Second
Reader, p. 5, _The Pail of Gold_; p. 12, _How I Turned the Grindstone_;
p. 56, _The Blind Men and the Elephant_; p. 211, _How the Greeks Took
Troy_.

8. To develop a true sense of humour; for example, Second Reader, p. 50,
_Change About_.

9. To develop a sense of reverence; for example, Second Reader, p. 203,
_The Lord is my Shepherd_; p. 218, _Abide With Me_.

GENERAL PRINCIPLES APPLICABLE IN THE TEACHING OF LITERATURE

There are four outstanding principles of general method that apply
particularly in the teaching of Literature.

I. The pupil must, at the outset, be placed in a receptive attitude
toward the lesson if the best results are to be secured. He must have
some _purpose_ in view if he is to be induced to concentrate his
attention upon it. His purposes determine his interests, and hence the
lesson must, in some way, be related to interests that already exist in
his mind. Frequently his instinctive interest in action, in personality,
or in excitement is sufficient incentive to secure his attention. A
suspicion that a lesson contains a good story is often sufficient to
ensure a careful reading of it, and a curiosity as to the writer's
devices to make the story interesting will lead to a closer examination
of it. But more frequently some special interest resulting from the time
of year, the surroundings, or the work taken in some other subject, may
be