whether or not it is beautifully written; that is to say, whether the author uses his language for beautiful effects. The pupil must learn to appreciate the delicate and sensitive touches in a selection, the elements that make it the work of an artist in words, a genius in language. And in this process the pupil must be free to give expression to his own choice and the reasons for it; and not be forced to choose the elements that appeal to you. His life has had different environment; other vistas than your own. The really valuable thing is not that he should see as you see; but that he should see as he can see,-that he find as much of his own experiences in the selection as possible.

his outlook is upon

Let this inquiry be first along broad lines, then upon more restricted ones. If the selection be a poem, as, for example, Lesson XVI., examine each stanza to determine which one imparts the greatest pleasure, the highest degree of beauty; and, when each pupil has made a choice of stanza, let reasons for the choice be given, and given freely. The whole life of the child springs to the support of his own choice.

This process builds the selective sense in the pupil, makes him analytic, invests him with the power of true interpretation; for no pupil will ever become a reader by merely imitative processes. When the pupil has found the thing he loves in the poem, he should be allowed to read it to the class. His reading will reveal his appreciation and will aid, more than any other agency, in giving to all the members of the class the insight he enjoys.

The next step in this analytic process is taken when the pupil is asked to point out the line or phrase or word that seems to him most appropriately and beautifully used. In Lesson II. are a number of lines of surpassing beauty. Let the pupil find the significance of "dewy fingers cold" as applied to Spring; of "a pilgrim gray" as applied to Honor; and of "a weeping hermit" as applied to Freedom. This figures the process. It may be extended to any reasonable extent; in fact, to the limit of the pupil's interest.

SUGGESTIONS TO TEACHERS.

7

All the essential facts of rhetoric may in this way be comprehended and applied by the pupil, although it is not wise at this stage to burden him with needless phraseology. It is more important that he should discover the beauty of a personified thought than that he should be obliged to memorize the term personification or its meaning.

(3) Go over the selection with the pupil to ascertain whether or not it is truly written; that is to say, whether the statement made is true to fact. Here the truthfulness of thought is consciously sought for. Standards of right are set up, the author's standards are measured, and the interest of the pupil quickened at the discovery that truth and beauty may dwell in the same stanza, and share in the import of the same word. He feels at first vaguely, at last surely, that art is not the perversion of science, but its correlate; that the truth of beauty is one with the beauty of truth.

This line of preparatory work will give a complete training in analysis of language, and heighten the pupil's appreciation of good literature. There will follow, moreover, three important results: interest will be largely increased and self-sustained; power to think will be increased by being intelligently exercised; and ethical results will be attained, since the pupil will see how the language of the author conveys ideals of life, maxims of conduct, of the highest value to him in the organization and discharge of his own duties. He will grow, by reason of his reading, into a reflective and, therefore, a moral being.

One difficulty will, doubtless, be met at the outset. Some pupils will have no inclination to join in these processes. The trouble is this-the pupil either has no ideals to judge from, or has no power to bring the experiences of his own life to bear upon the experiences portrayed by the language of another.

These two cases are quite distinct, and demand separate consideration. It will be found that the former class is not large. To set ideas in vitiated minds is a task as difficult as it is necessary. With such pupils no power is so potent as

the love and sympathy of a sincere teacher. To gain the child's confidence is to gain the child's heart. He will first imitate, and later strive to acquire the principles of the life he loves. He will grow into the conscious realization of the joys of the life he enjoys.

The latter class has been unfortunately trained, imperfectly taught. Life has been one thing; study, another. Experience has been rich; study has been poor and uninteresting. Facts that should have been linked to life's activities have been left to slumber in the memory. The child is helpless. Association of ideas is difficult, because isolation of ideas has characterized the process. The task here is simple. The most obvious and commonplace associations must be shown, until the pupil begins to see for himself the relations of things, and the subtle connections between the facts of life and the facts presented in the language of the selection; until the pupil can read his own experience in the experience of another; until sympathy is aroused, as he finds in others the delights he experienced under similar conditions.

Keen observation and careful reflection will follow,-observation to discover in his environment what the author saw, but as yet he has not seen; reflection to find in his own experience confirmation of the truth stated. Reading thus becomes of twofold significance. It enriches the experience and it enlarges the observation of the reader.

To achieve this there is but one caution-make haste slowly, do the work well. No amount of rapid reading will atone for neglect of these essential processes.

It is a grave question whether the multiplication of reading matter for the pupil enriches his mind. Superficial reading must result in placing a superficial value upon reading. Supplementary reading should be made, true to its name, subordinate to careful, patient, thorough teaching of reading. The reading of many books should be the spontaneous activity of a mind trained to read aright.