To-day--Carlyle; The Quest--Bumstead; Hearts of Oak--Garrick; A Farewell--Kingsley; An Apple Orchard in the Spring--Martin; The Charge of the Light Brigade--Tennyson; Lead, Kindly Light--Newman; The Bugle Song--Tennyson; Crossing the Bar--Tennyson; The Fighting Temeraire--Newbolt; Afterglow--Wilfred Campbell; proverbs, maxims, and short extracts. FORM IV A. SELECTIONS FROM FOURTH READER B. SUPPLEMENTARY READING AND MEMORIZATION: Selections may be made from the list prepared annually by the Department of Education. LITERATURE CHAPTER I INTRODUCTION It is the purpose of this Manual to present the general principles on which the teaching of literature is based. It will distinguish between the intensive and the extensive study of literature; it will consider what material is suitable for children at different ages; it will discuss the reasons for various steps in lesson procedure; and it will illustrate methods by giving, for use in different Forms, lesson plans in literature that is diverse in its qualities. This Manual is not intended to provide a short and easy way of teaching literature nor to save the teacher from expending thought and labour on his work. The authors do not propose to cover all possible cases and leave nothing for the teacher's ingenuity and originality. WHAT IS LITERATURE? Good literature portrays and interprets human life, its activities, its ideas and emotions, and those things about which human interest and emotion cluster. It gives breadth of view, supplies high ideals of conduct, cultivates the imagination, trains the taste, and develops an appreciation of beauty of form, fitness of phrase, and music of language. The term _Literature_ as used in this Manual is applied especially to those selections in the _Ontario Readers_ which possess in some degree these characteristics. Such selections are unlike the lessons in the text-books in grammar, geography, arithmetic, etc. In these the aim is to determine the facts and the conclusions to which they lead. Even in the Readers, there are some lessons of which this is partly true. For instance, the lesson on _Clouds, Rains, and Rivers_, by Tyndall, is such as might be found in a text-book in geography or science. Here the information alone is viewed as valuable, and the pupil will probably supplement what he has learned from the book by the study of material objects and natural phenomena. When this lesson is to be studied, the pupil should be taught not only to understand thoroughly what the author is expressing by his language, but also to appreciate the clearness and force with which he has given his message to the world. The pupil should be called upon to examine the author's illustrations, his choice of words, and his paragraph and sentence structure.