Those wise people who have made a careful study of literature, and especially of what we call folk tales or fairy tales or fables or myths, tell us that they all typify in some way the constant struggle that is going on in every department of life. It may be the struggle of Summer against Winter, the bright Day against dark Night, Innocence against Cruelty, of Knowledge against Ignorance. We are not obliged to think of these delightful stories as each having a meaning. Our enjoyment of them will not be less if we overlook that side, but it may help us to understand and appreciate good books if we remember that the literature of the world is the story of man's struggle against nature; that the beginnings of literature came out of the mouths of story- tellers, and that the stories they told were fairy tales-imaginative stories based on truth. (Edited by Willam Patten.)
erature, either prose or poetry, for recitation before a friendly audience, acting charades or plays, and reading aloud with vivacity and sympathetic emotion, are good means of instruction at home or at school This collection contains numerous admirable pieces of literature for such use. In teaching English and English literature we should place more reliance upon processes and acts which awaken emotion, stimulate interest, prove to be enjoyable for the actors, and result in giving children the power of entertaining people, of blessing others with noble pleasures which the children create and share.
>From the home training during childhood there should result in the child a taste for interesting and improving reading which will direct and inspire its subsequent intellectual life. The training which results in this taste for good reading, however unsystematic or eccentric it may have been, has achieved one principal aim of education; and any school or home training which does not result in implanting