The relationship between the teacher and the pupils must be cordial if the lesson is to be successful. This is true in any subject, but the sympathetic bond must be especially strong in the literature lesson. PREPARATION OF PUPILS It has already been pointed out that it is frequently necessary to give preliminary lessons in nature study, science, history, or geography before the lesson in literature is presented. The pupil must have the right information before the literature lesson can arouse the emotion that the author wishes him to feel. Not only is the possession of the right information necessary, but the pupil should be in the right mood for the lesson. A class that has just returned to the room after the games at recess is not in the proper state of mind to appreciate, at once, the recitation by the teacher of, Break, break, break, On thy cold gray stones, O sea! Even the enthusiasm and scholarship of the teacher will fail to be effective under these circumstances. He should arouse in the pupils the proper mental and emotional state by a very short talk on friendship. He can refer to the well-known stories of David and Jonathan, or Damon and Pythias, and tell them of the friendship existing between Arthur Hallam and Alfred Tennyson. Before studying _Lead, Kindly Light_ (p. 315, Third Reader) the teacher might ask the pupils to picture a solitary traveller in the desert far from home. Night is approaching; the darkness gathers, and the air grows chill. What would be the nature of his feelings? Away in the distance he discovers a faint light glimmering as from a lantern. Now, how would he feel? Continue till the pupils can see each part of the picture, the spiritual significance of which they are to learn through the poem. To give an extended account of the author's life is a poor introduction, unless there is something of unusual interest about his personality or achievements. The pupils usually do not know anything about him, and the teacher's aim, in this preparatory work, is to relate the thought and feeling of the poem to the properly assimilated knowledge and experience of the pupils. In some cases, they may have made a favourable acquaintance with the author in another poem, and this may give the necessary stimulus to their interest in his life. The best time, however, to give a biography of an author, when that is helpful, is after the lesson has been studied, for then the pupils will appreciate what the teacher has to say about him personally. In some poems, the circumstances under which they are written will be the only introduction necessary, as in the case of _Break, break, break_ or _The Recessional_.