align="left">Selections for Memorization
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LITERATURE
PUBLIC AND SEPARATE SCHOOL
COURSE OF STUDY
DETAILS
FORM I
A. Selections from The Ontario Readers
B. Supplementary Reading and Memorization: Selection may be made from the following:
I. To be Read to Pupils:
1. Nursery Rhymes: Sing a Song of Sixpence; I Saw a Ship a-Sailing; Who Killed Cock Robin; Simple Simon; Mary's Lamb, etc.
Consult Verse and Prose for Beginners in Reading; Riverside Literature Series, No. 59, 15 cents.
2. Fairy Stories: Briar Rose, Snow-white and Rose-red—Grimm; The Ugly Duckling—Andersen; Cinderella, The Sleeping Beauty in the Wood—Perrault; Beauty and the Beast—Madame de Villeneuve; The Wonderful Lamp—Arabian Nights' Entertainments.
Consult Fairy Tales Every Child Should Know, by H. W. Mabie. Grosset & Dunlap, 50c.
3. Folk Stories: Whittington and His Cat; The Three Bears.
4. Fables: Selections from Æsop and La Fontaine.
Consult Fables and Folk Stories, by Scudder, Parts I and II; Riverside Literature Series, Nos. 47, 48, 15 cents each.
II. To be Read by Pupils:
Fables and Folk Stories—Scudder; A Child's Garden of Verses (First Part)—Stevenson; Readers of a similar grade.
III. To be Memorized by Pupils:
1. Memory Gems: Specimens of these may be found in the Public School Manuals on Primary Reading and Literature.
2. From the Readers: Morning Hymn; Evening Prayer; The Swing; What I Should Do; Alice.
FORM II
A. Selections from Second Reader
B. Supplementary Reading and Memorization: Selection may be made from the following:
I. To be Read to Pupils:
1. Narrative Poems: John Gilpin—Cowper; Lucy Gray—Wordsworth; Wreck of the Hesperus—Longfellow; Pied Piper of Hamelin—Browning; May Queen—Tennyson; etc.
Consult The Children's Garland, Patmore. The Macmillan Co., 35 cents.
2. Nature Stories: Wild Animals I Have Known, Lives of the Hunted—Thompson-Seton; The Watchers of the Trails—Roberts.
3. Fairy Stories: Fairy Tales Every Child Should Know—H. W. Mabie.
4. Other Stories: Selections from the Wonder Book—Hawthorne; Jungle Book—Kipling; Gulliver's Travels—Swift; Alice in Wonderland—Carroll; Robinson Crusoe—Defoe; The Hall of Heroes—Royal Treasury of Story and Song, Part III, Nelson & Sons.
II. To be Read by Pupils:
A Child's Garden of Verses—Stevenson; The Seven Little Sisters—Jane Andrews; Fifty Famous Stories Retold—Baldwin.
III. To be memorized by Pupils: (A minimum of six lines a week)
From the Reader:
A Wake-up Song; Love; The Land of Nod; One, Two, Three; March; Abide with Me; The New Moon; The Song for Little May; The Lord is my Shepherd; Lullaby—Tennyson; Indian Summer; proverbs, maxims, and short extracts found at the bottom of the page in the Readers.
FORM III
A. Selections from Third Reader
B. Supplementary Reading and Memorization: Selection may be made from the following:
The King of the Golden River—Ruskin; Tanglewood Tales—Hawthorne; The Heroes—Kingsley; Adventures of Ulysses—Lamb; Squirrels and Other Fur-bearers—Burroughs; Ten Little Boys who Lived on the Road from Long Ago till Now—Jane Andrews; Hiawatha—Longfellow; Rip Van Winkle—Irving; Water Babies—Kingsley.
To be Memorized by Pupils: (A minimum of ten lines a week)
From the Reader:
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 Téméraire—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
