The selections in the High School Reader have been chosen with the beliefthat to pupils of such advancement as is required for entrance into HighSchools and Collegiate Institutes, oral reading should be taught from the bestliterature, inasmuch as it not only affords a wide range of thought and sentiment,but it also demands for its appropriate vocal interpretation such powersof sympathy and appreciation as are developed only by culture; and it is to impartculture that these institutions of higher learning have been established.

Experience has shown that it is from their ordinary reading books that pupilsobtain their chief practical acquaintance with literature, and the selections herepresented have been made with this in remembrance. They have been takenfrom the writings of authors of acknowledged representative character; and theyhave been arranged for the most part chronologically, so that pupils may unconsciouslyobtain some little insight into the history of the development of theliterary art. They have also been so chosen as to convey a somewhat fair ideaof the relative value and productivity of authorship in the three great English-speakingcommunities of the world—the mother countries, our neighbours'country, and our own.

While a limited space, if nothing else, prevents the collection here made frombeing a complete anthology, yet it does pretend to represent the authors selectedin characteristic moods, and (in so far as is possible in a school book, and areading text-book) to present a somewhat fair perspective of the world of authorship.It may be said that, if this be so, some names are conspicuously absent:McGee, Canada's poet-orator; Parkman, who has given to our country a placein the portraiture of nations; William Morris, the chief of the modern school ofromanticism; Tyndall, who of the literature of science has made an art; Lamb,daintiest of humorists; Collins, "whose range of flight," as Swinburne says,"was the highest of his generation." Either from lack of space, or from someinherent unsuitableness in such selections as might otherwise have been made,it was found impossible to represent these names worthily; but as they are allmore or less adequately represented in the Fourth Reader, the teacher who maywish to correct the perspective here presented may refer his pupils to the piecesfrom these authors there given. It may be added, too, that the body of recentliterature is so enormous, that no adequate representation of it (at any rate asregards quantity) is possible within the limits of one book.

The selections in poetry, with but three necessary exceptions, are completewholes, and represent, as fairly as single pieces can, the respective merits andstyles of their authors. The selections in prose cannot, of course, lay claim tothis excellence; but they are

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