1. In these Forms, the pupil's imagination is still strong, though less fantastic and under better control, and hence stories involving a large element of imagination retain their charm at this stage. The myth, and longer and more involved fairy tales, such as Ruskin's _King of the Golden River_, Hawthorne's _Wonder Book_, and Kingsley's _Greek Heroes_, are read with avidity. 2. Stories involving _a number of incidents_ are wonderfully attractive. This is due to the pupil's instinctive interest in action and personality. Children are more deeply interested in persons who _do_ things than in those who _become_ something else than they were. A description of some evolution of character very soon palls, but a stirring tale of heroic deeds exerts a powerful fascination. This explains the attractiveness of the hero tale, the story of adventure, and the stirring historical narrative. The action should have the merit of artistic moderation. Stories in which there is a carnival of action, for example, the "dime thriller", under whose spell so many boys fall, must be avoided. Literature that leaves the mind so feverish that the pupil loses interest in other subjects is worse than no literature. The easiest way to prevent a taste for this injurious kind, is to give the pupil an acquaintance with works descriptive of noble deeds and virile character. An interest in epic poetry or the historical novel may be developed from the child's instinctive interest in action. Tennyson's _Passing of Arthur_, Arnold's _Sohrab and Rustum_, Longfellow's _Evangeline_ and _King Robert of Sicily_, and Scott's _Ivanhoe_ will be read with keen enjoyment. The force and beauty of the language, the faithfulness of the descriptions to life, the historical setting, the lofty imagery, and the logical development will arouse a healthy mental appetite that will find no pleasure in the worthless story of sensation and vulgar incident, or even in some badly constructed compositions of historical adventure. 3. The pupils of the Senior Forms show even more striking interest in animals, pets, and wild creatures than do the pupils of the Junior Forms. To this natural interest is due the engrossing character of nature study. To it is also due the satisfaction arising from the reading of some of the many nature stories that have appeared in recent years. Thompson-Seton's _Wild Animals I have Known_ and _Lives of the Hunted_, and Roberts' _The Watchers of the Trails_ are excellent examples of this class. COMPLETE WHOLES VERSUS EXTRACTS