process of leårning. What the teacher initiates, the library completes. The pity of it, however, is that, even in the year of grace 1964, the libarary is consifered a luxury in not a smāīl number of high schools in Tarnilmad. A year ago I assisted in a survey of libraries, and the revelation shocked me. Only a few schools could boast of anyoking like a library. Some schools have a few almirahs containing books most of which are of no use either to the teachers or to the students. Even if we should concede that a collection of books, whatever they are, is a library, and apply this definition”to defend an unhappy situation in our schools, there can be no escaping the fact that the number of good Tamil books in the libraries of most schools can be counted on the fingers of both hands. The current harvest in the field of Tamil literature is as rich as it should be. Excellent reading material has been put out in recent years in Tamil : but very few schools have bestowed any thought on the question of organising a good Tāmil section in the library.
The section on Tamil literature appears to be the best part of the book. I am particularly impressed with the author's treatment of poetry. He rightly emphasises the role of poetry as an instrument of educating the emotions. He warns the pedagogical surgeons among Tamil Pandits against performing purposeless surgery on beautiful poems in the name of grammar and-paraphrase. Poetry is not for dissection ; it is for enjoyment. It is one of the major ingredients in aesthetic education.
- n this connection, 1 would Commend tne following books of Professor Reddiar for careful study : Kavingnan Üliam, Kalingathupparani Aaraichi, Kaathal Oviyangal, and Kavithai Anubhavam.