After the pupil has been taught to get the thought accurately, the analysis may be extended to the forms of discourse and the qualities of style. In short stories, novels, and dramas the analysis of plot, the delineation of character, and similar consideration of the principles of narration and description will naturally receive due attention. In essays and orations the study of corresponding principles of exposition and argumentation gives the pupil a clearer conception and better appreciation of the writer’s purpose and the means that he uses to accomplish it. A study of metre and verse form is necessary for an appreciation of the poetry read and studied in class. The study of all these details, designed as it is to help the pupils to understand the author’s thought, part by part, ought always to lead to a better understanding and appreciation of the meaning and purpose of the whole. A study of literature that emphasizes details to such an extent that the theme and significance of the story, the drama, or the poem, as a whole, is neglected, fails to bring out the vital element. The value of the ideas and ideals which find expression in the literature must not be overlooked in planning the work in reading. As a portrayal of life in its various activities, literature presents to the pupil many types of character and action, and thus gives the boys and girls a broader view of life than their own experience affords. The analysis of character, motives, and actions forms an interesting and valuable part of the study of literature. Since good literature is also an interpretation or “criticism” of life, it presents life in its true relations and shows their significance. The author’s interpretation of life, his judgment upon its various phases, and the emotional coloring which he gives it, are all to be considered in a manner best adapted to the maturity and understanding of the pupils. The formative influence exerted upon the character of the boys and girls by the characters and actions portrayed in their reading, as well as by the emotional element of literature is undoubtedly of importance, and by some teachers is emphasized in all their work. The ideals of conduct presented in good literature, and the close relation between conduct and the emotions aroused by the reading, are often factors in the ethical training of the pupils, but the indirect and unconscious influence of these elements is generally much more effective than many efforts to teach lessons in ethics based on literature.