criticism; it is polite, entertaining conversation. For the problem of Canadian literary criticism is not the question whether Canada has produced, intermittently and here and there, some original authors who have composed poetry and prose as aesthetically winning and as artistically beautiful or dignified as that of British and American writers, but whether the Dominion has produced a continuous body of poetry and prose, which, at its best, may justly be considered genuine literature, worthy to be regarded, as American literature is regarded, as a living branch of English Literature. While the members of the Academic School take the strictly aesthetic attitude to Canadian Literature, and show little or no appreciation of the historic process in the evolution of Canadian culture, they differ even in aesthetic attitude from their predecessors. They are rather dogmatic and patronizing towards Canadian prose and poetry. As to the aims and methods of the Pragmatic School:—The members of this school have for their central principle or chief article of faith the proposition that Canada has a worthy body of authentic literature, which is being perennially enhanced in quantity and in quality. For their second principle they hold to the proposition that Canadian literary critics must more or less intimately know the history—the social and spiritual origins, ideals, and evolution—of Canadian Literature. For their third principle they have the proposition that the independent, sincere, honest, and really serviceable literary critic to-day must be constructive and pedagogic in method. They do not write literary criticism which is meant to be literature itself, intrinsically aesthetic, or pleasantly engaging reading on its own account. They call their essays, whether a journalistic review or editorial, or a magazine article, constructive criticism. Their critical writings are, in the Greek sense, pragmatic. For the chief aims of the Canadian constructive critics are these two: first, to make plain and indubitable to their compatriots and the world that Canada has a really respectable body of literature; secondly, to appraise new works of verse and prose by Canadians and to determine the status of their worth in the permanent literature of Canada. Canadian constructive critics have also a third aim. It is pedagogical: to teach the people a decent knowledge of the literary history of Canada and an aesthetic appreciation of Canadian poetry and prose. The members of the Pragmatic School all write with knowledge of their subject, with literary dignity, thoughtfully, and, on the whole, convincingly and effectively. Their systematic and ardent championing of the cause of Canadian Literature has had a three-fold result. It has led to establishment of regular courses in the study of Canadian Literature in the universities and colleges of the Dominion and in some universities of the United States, to a wider study and