was for Cadmus, who was to be King. As he walked into the castle, a beautiful woman came down the hall.

"Can that be Europa?" thought Cadmus.

The woman walked up to Cadmus and gave him her hand.

"I am not Europa," said she, "but I have come to take her place."

"You shall be my Queen," said Cadmus and a beautiful Queen she made.

Three children came to Cadmus and his Queen -a little girl and two little boys. They liked stories, just as you do.

Night after night Cadmus told them stories. What one do you suppose they asked for most? Yes, for Europa and the Bull.

One night Cadmus said, "Some day I shall die and there will be no one to tell this story. what I have made."

See

Then he showed them the very A B C's that you have read this story with. The three children could soon read and write with those A B C's just as well as you can.

We had a pleasant walk to-day
Over the meadows and far away,
Across the bridge by the water-mill,
By the woodside and up the hill;
And if you listen to what I say,
I'll tell you what we saw to-day.

Amid a hedge, where the first leaves
Were peeping from their sheathes so sly,
We saw four eggs within a nest,
And they were blue as a summer sky.

Where daisies opened to the sun,
In a broad meadow, green and white,
The lambs were racing eagerly,
We never saw a prettier sight.

Anemones and primroses,

And the blue violets of spring,

We found, while listening by a hedge
To hear a merry plowman sing.

And leaning from the old stone bridge,
Below, we saw our shadows lie;

And through the gloomy arches watched
The swift and fearless swallows fly.

Were I to tell you all we saw,

I'm sure that it would take me hours;
For the whole landscape was alive

With bees, and birds, and buds, and flowers.

Abridged.

SUGGESTIONS TO TEACHERS

The child has now mastered The Primer and The First Reader and with them the chief mechanical difficulties of learning to read. In one sense he could almost go on without a teacher and finish reading the rest of the series, so gradual is the advance in difficulty. In another and better sense he is just now prepared to receive the finest help the teacher can give—that of artistic or literary interpretation of the printed page.

PREPARATION FOR THE READING LESSON

The child should be put into the spirit of the story before he reads it. This can be accomplished in several ways.

(a) The teacher can tell part of the story, as in Topknot, writing such new words as hawk and caught on the board as she uses them orally. When interest is at its height she can say, “Shall we read the story and find out the rest ?"

(b) The teacher can interest the class by a general discussion of the underlying subject of the lesson as, for instance, the life of a butterfly in connection with The Butterfly and the Caterpillar.

(c) A poem should always be presented as a whole to the class. For instance, the teacher can read The Song of the Thrush dramatically while the children sit with their books open to the frontispiece.

THE RECITATION

It is well to have the children stand in a semicircle, near the teacher, and with their backs to the light. Standing is strongly recommended rather than sitting; for the child not only gives better attention while standing but continual sitting becomes irksome to him.

The children should be required to look each sentence through before attempting to read it. Word calling should never be tolerated. Clear enunciation and pleasant tone should be required at all times.