apers_, _Lorna Doone_, _The Mill on
the Floss_, _Julius Caesar_, and _It is Never Too Late to Mend_. An
extract may serve as an introduction to the choicest work of an author,
may arouse an interest in his writings, and give the pupils a taste of
his quality, but, unless it whets their appetites for the work as a
whole, its chief purpose will not have been accomplished. These extracts
cannot give a panoramic view of a great historical epoch. They do not
require that sustained attention that relates to-day's readings with
that of yesterday, and that takes a wider survey of many parts in their
relation to a central theme. The larger work gives a culture and a
liberal education, when it is treated in the proper manner, that is very
different from the fragmentary knowledge of an author that would be
gained by even the intensive study of many short extracts. The treatment
of the extract, as we have said, must be minute; while the whole work
should be subsequently read in a method that will be outlined later on
under the head of Supplementary Reading.

CORRELATION OF LITERATURE WITH NATURE STUDY, GEOGRAPHY, HISTORY, AND ART

Many of the lessons in the _Ontario Readers_ should be preceded by
preparatory work in geography, history, or nature study. Poems such as
_Jacques Cartier_, _The Charge of the Light Brigade_, _The Burial of Sir
John Moore_, and _The Armada_ cannot be fully appreciated unless the
historical setting is known. There are famous pictures that will
increase the pupil's interest in these poems. In the lessons on art,
there are studies of pictures that suggest feelings and thoughts
characterized by universality, permanency, and nobility--pictures that
stir men to nobler thought and higher aspiration. Often, such pictures
are the painter's method of expressing in colours, thoughts that the
poet has expressed in words. Lessons such as _Dandelions_, _Bob White_,
and _The Sandpiper_ require a preliminary acquaintance with certain
facts of nature, and therefore should be taken, if possible, when these
can be obtained through personal observation by the pupils. _Wolfe and
Montcalm_ and Drake's _Voyage Around the World_ demand, in addition to
historical facts, certain geographical data. These facts and data should
be communicated at some time before the lessons in literature are taken,
in order that the latter may not descend into lessons in history,
geography, or natural science. The extracts mentioned above are not