of times; then the force should be increased by degrees, until " calling tones" are used.

Encourage a natural use of the voice, with such modulations as may be proper for a correct rendering of the thoughts which are read.

It should be remembered that the development of a good tone of voice is the result of careful and constant practice.

Concert reading is

recommended

as a useful exercise, inasmuch as any feeling of restraint or timidity disappears while reading with others.

Question individual pupils upon the manner in which lessons should be read. In this way they will learn to think for themselves.

Do not interrupt a pupil while reading until a thought or. sentence is completed, since such a course tends to make reading mechanical and deprive it of expression.

Errors in time, force of utterance, emphasis, and inflection should be carefully corrected, and then the passage read over again.

The "Directions for Reading" throughout the book are intended to be suggestive rather than exhaustive, and can be added to as occasion requires.

66

The 'Language Lessons" in this book should not be neglected. They contain only such matter as is necessary to meet the requirements of pupils.

Words and expressions not readily understood, must be made intelligible to pupils. This has been done in part by definitions, and in part by interpreting some of the difficult phrases.

After the habit of acquiring the usual meaning

has been formed, the original meaning of those words which are made up of stems modified by prefixes or affixes should be shown.

The real meaning of such words can be understood far better by a study of their formation, than by abstract definitions. It will be found, also, that pupils readily become interested in this kind of work.

As the capabilities of classes of the same grade will differ, it may sometimes occur that a greater amount of language work can be done effectively than is laid down in this book. When this happens, more time can be devoted to such special kinds of work as the needs of the classes suggest.

Constant drill upon the analysis of lessons, varied at times by the analysis of short stories taken from other sources and read to the class, will develop the reasoning faculties of pupils and render the writing of original compositions a comparatively easy exercise.

Encourage the habit of self-reliance on the part of pupils. Original investigation, even if followed at first by somewhat crude results, is in the end more satisfactory than any other course.

The Definitions (pages 373-382) and the List of Proper Names (pages 383 and 384) may be used in the preparation of the lessons.

When exercises are written, particular care should be required on the part of pupils in regard to penmanship, correct spelling, punctuation, and neatness.

Once upon a time, there was a little boy, whose name was Johnny. "Johnny," said his mamma, one day, "will you bring me an armful of wood?"

"Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the dog, barking at a chipmunk over in the meadow, so he ran off as fast as he could go.

Now this was not the first time that Johnny had said to his mamma, "Yes, I'm

going to." He never thought of that wood again until about dinner-time, when he began to feel hungry.

When he got back, he found that dinner was over, and papa and mamma had gone to ride. He found a piece of bread and butter, and sat down on a large rock, with his back against the stump of a tree, to eat it.

When it was all gone, Johnny began to think what he should do next. He closed his eyes as people are apt to do when they

think.

of voices

"Wait

a

Presently he heard a score about him. One was saying, bit"; another, "Pretty soon"; another, "In a minute"; another, “By and "By and by"; and still another, louder than the rest, kept screaming as loud as it could, "Going to, going to, going to," till Johnny thought they were crazy.

"Who in the world are you?" said he, in great surprise, "and what are you making such a noise about?"

"We are telling our names," said they; "didn't you ask us to tell our names?" "No," said Johnny, "I didn't."