A few of the fallacies of correlation, or mere co-relation, of literature with other aspects of the children's school experience are these: The fallacy of setting out to teach children the love of home, or country, or nature, or animals, by teaching them literature that expresses or reflects those emotions. The love of one's own country must be in our day a thing of slow and gradual growth. Our feelings about our country should arise out of our knowledge of the heroic things in her history, out of the noble plans for her growth, out of the generous things she provides for her children and the children of other lands. Out of this or some such basis arises the emotion of patriotism, a poem or a story which reflects this emotion has some such back-ground by implication. To hunt about for a poem or story which teaches patriotism is a putting of the cart before the horse. First arouse in your children the emotion--an original personal emotion of their own, growing out of the legitimate background; then, if perchance you are so fortunate as to find a poem or a story which also reflects this emotion, and which is at the same time good as art, you are so much the richer. The children will find their own feeling reinforced and nobly expressed, and consequently deepened and dignified. The same thing is true as to the love of animals. If the children have the literature first, or only the literature, they may have only a second-hand and perfunctory love of the beasts. But first give your grade a dog, or a cat, or a canary; or give your child in the country a pony, or a lamb, or a pig; that they may feel at first hand the throb of dramatic brotherhood, of humorous kinship, that constitutes love of animals. Then, when, judging by the proper canons that test good literature, you find a piece that reflects and deepens this, it is so much pure gain.