There is, however, a higher form of art in both pictures and literature. There are pictures that suggest some noble aspiration, some great universal truth, some great conflict between duty and interest. We feel instinctively that these are greater than pictures possessing mere masterly technique. It is the same in literature. There are poems in which we feel that the thoughts and feelings are sublime. Perhaps the technique of these is not equal to that of the poetry described in the preceding paragraph, but the experienced teacher has felt his pupils lifted above mundane affairs, when they begin to grasp the true significance of such poems. The youngest pupils show their appreciation by wide open eyes, when these are read. They instinctively feel that this work is better than the merely pretty and dainty things in poetry. In the _Ontario Readers_ we have numerous poems of this nature. In the First Reader, the pupils instinctively feel that _Piping Down the Valleys Wild_ is of different calibre from _Three Little Kittens_. _The Lord is my Shepherd_, _Lead, Kindly Light_, and _To a Waterfowl_, are examples of this class. In teaching these lessons, the spiritual meaning should be constantly emphasized. The mere statement of the thought is not impressive. It is the presentation of it in poetical form that makes its effect impressive and lasting. The pupils may be led to discover how the author has accomplished this by means of the concrete embodiment of imagery, language, metaphor, and music. RECAPITULATION