ful melodies in his soul before the instrument is touched; and the inventor must wonder and dream and fancy before the invention is begun.

Even the scientist is very dependent upon his ability to make mental pictures. It is said that when Agassiz started for the South to study the structure of the Florida Reefs, he took with him a copy of Shakespeare's "Tempest," so that by reading it his imagination might be stirred to suggest all possible explanations of reef formation. Imagination is indeed well worth cultivating, and the means of cultivation most natural for a child is the reading of mythical stories which are an expression of the childhood of the race and the rightful heritage of every child. They bring beautiful thoughts and poetic fancies, and they also teach many a sound lesson of justice, faithfulness and patriotism.

Another form of literature which bestows both pleasure and profit is the poem. In its very nature it is more difficult for a child than prose. The old familiar order of words is changed, and the words themselves are often very unlike those of his everyday speech. With poems therefore, even more than with prose, the child needs explanation and guidance from the teacher. Poetry appeals to the ear rather than to the eye, so if you would have children love poetry, read it to them and show by your reading that you love it yourself. "Lend to the rhyme of the poet the beauty of thy voice," for the pupils will thus gain the pleasure of poetic thought and the added enjoyment of melody and rhythm.

In the study of reading and in creating a taste for the best in literature, the interest and enthusiasm of the teacher herself will be contagious. Like the general of an army she must be filled with the spirit which she wishes to inspire in her followers; otherwise she cannot expect to lead them to victory. Pupils in this grade are old enough to begin to share the teacher's pleasure in the various forms of writing. A clear, direct narrative, a vivid description or a natural, spirited conversation if pointed out to children will often make a deep impression upon them. To arouse their interest in finding such bits of treasure will vitalize their present and future reading. The educational value of choice pictures also can hardly be over

estimated. Masterpieces of great artists have been here introduced and drawings illustrative of the text which will, it is hoped, prove not only interesting but truly instructive.

Phonetic exercises should be used frequently to secure distinct articulation, clear enunciation and a pleasing quality of voice; and careful attention should be given to pauses, inflection, emphasis and force. Definite mechanical rules for these, however, are useless. They should be the outcome of a full appreciation of the thought and the feeling of the writer. Good oral reading can result only from comprehension of what is read, and from such sympathy with it that the reader, while conveying the thought of the author, seems to be expressing his own thoughts and feelings upon the subject.

'If this book should prove to be a source of pleasure to the children and a help to the teachers in leading their pupils to think of those things which are true, of those things which are just and of those things which are lovely, then the purpose of the book and the dearest wish of the author will be fulfilled.

ACKNOWLEDGMENTS

THE author wishes to express to the following publishers and authors her grateful appreciation of their courtesy in allowing the use of copyright selections found in their publications: D. Appleton & Co. for "Robert of Lincoln," by William Cullen Bryant; the Bobbs-Merrill Company for "The Circus-day Parade" from "Child Rhymes," by James Whitcomb Riley, copyright 1899; Mr. J. G. Cupples for "A Builder's Lesson," by John Boyle O'Reilly; Hon. Maurice Francis Egan for "The Shamrock; "Alice R. Harvey for "Coral and Coral Reefs;" the Houghton, Mifflin Company for the selections from Aldrich, Dana, Hawthorne, Longfellow, Lowell and Harriet Beecher Stowe; J. P. Kenedy & Sons for "Literature of the Middle Ages," by Brother Azarius, and for "Better than Gold," by Father Ryan; H. L. Kilner & Co. and Eleanor C. Donnelly, for "The Secret of the King;" the J. B. Lippincott Company for the selection from "A Dog of Flanders," by Louise de la Ramée; G. P. Putnam's Sons for the selection from "Holland," by Edmondo de Amicis; Charles Scribner's Sons for the stanza from "Dear Land of all my Love," by Sidney Lanier; the Frederick A. Stokes Company for "Sweetheart Travelers in Winter Woodland,” by S. R. Crockett; and the Misses Yardley for "Time to Go," by Susan Coolidge.