Explain, "only the soul hath power over itself."

What was the cause of the remorse of Rhoecus?

Give me your judgment of the punishment he had to endure.
Was it too harsh?

What kind of a spirit did the Dryad show?

Explain, "I can forgive, etc."

What kind of blindness is meant?

Under what obligation was Rhoecus to the Dryad?

(How would a

young woman feel today if a young man treated her as Rhoecus treated the Dryad?)

Select the nature descriptions.

What part of the poem do you most enjoy? Who is the poet?

Write five quotations, illustrating three of them.

Also, all supplementary reading suggested in the outlines on history, nature study, geography, civil government, etc.

See suggestions and directions under Fifth Year.

SEVENTH YEAR.

Suitable Material: Sketch Book, Scott's Lady of the Lake (suitable for dramatizing), Stories of King Arthur's Court, Evangeline, Burrough's Birds and Bees, Holmes's Grandmother's Story of Bunker Hill, Courtship of Miles Standish, Snowbound, Great Stone Face, Lamb's Tales of Shakespeare, Captains Courageous.

Also, all supplementary reading suggested in the outlines on history, nature study, geography, civil government, etc.

Memory Selections: The Gettysburg Address, Warren's Address, Lines to a Waterfowl, The Heritage, The Psalm of Life, Blow Bugle Blow, The Last Leaf, How the Old Horse Won the Bet, Death of the Flowers, the Recessional, Chambered Nautilus, Old Ironsides.

The general purpose of reading in these grades is to create a keen appreciation for good literature and to strengthen individuality through the oral expression of that appreciation.

1. The Physical Side of Reading. Since voice and speech defects interfere with good oral expression, an attempt should be made to correct them. The most common of these are:

(a) A nasal quality.

(b) Huskiness.

(c) Lisping.

(a) May be cured by a few moments of vigorous drill, on words whose correct utterance demands a great deal of action of the lips; e. g., bound, round, found, friend, thrusts, fists, posts, ghosts, etc.

(b) May be cured by working with relaxed throat on metrical selections.

(c) May be cured by noting carefully the position of the tongue in the formation of various sounds-especially the sounds of the letter s.

In all reading clear cut enunciation must be insisted upon. Some knowledge of the anatomy and physiology of the vocal organs should be given here.

2. The Mental Side of Reading: Oral reading is thought-getting and thought-giving from the printed page. It becomes effective only as the words read become rich in meaning to the reader. The printed word must call up a clear idea in the mind of the one reading and skillful questioning on the teacher's part, must discover whether it is the correct idea.

Good expression will be more surely attained if certain specific things are worked for. These should be:

1. Life in Reading: This comes from a mental arousing that manifests itself in the form of energy of voice. The literature read should be of a character to arouse the reader to a point of self-forgetfulness. Here self-consciousness is overcome. Selections full of interest must be used, especially those in which one central ideal dominates.

Thrilling incident, sprightly dialogue and vivid description will best develop life in reading.

2. Smoothness in Reading: Here the rough edges are worn off, and the life gained expresses itself in more beautiful form.

Selections that appeal to the higher emotions will secure best results here. One's love for the beautiful in literature will come to express itself in beauty of the voice..

3. Directness in Reading: This demands that the one reading shall in simple, direct earnestness, talk to and not at his hearers. This will correct all stilted and unnatural reading and will do much toward perfecting enunciation. The literature used here should be the drama or some powerful appeal. There is nothing better than Shakespeare's plays.

Additional Suggestions: If the reader stands out before the class, his mind and those of the listeners are stimulated to greater activity. He

feels greater responsibility, grows in independence and unconsciousness of self, and is helped to realize that oral reading is thought-giving to a hearer.

Students should frequently hear good reading by the teacher or the very best reader in the class in order that the spirit of the same may leave its impression.

The teacher should keep several sets of the penny classics for class use, and distribute for the following purpose only: Sight reading, to cultivate agility of mind, rapid seizure of thought, and clear, intelli. gent rendering. These may be selections of minor importance, yet worth knowing, a single reading of which, a touch and go" acquaintance with which, will suffice.

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4. The Humorous Side: Let the teacher of reading not forget that our boys and girls need educating in humor; lacking it, they feed upon cheap smartness or questionable jest and their sense of fun partakes mainly of the practical joking that disgraces so many of higher educational institutions. So let them read and have read to them selections from Mark Twain, Holmes, Saxe, Hood, Stockton, Eugene Field, Artemus Ward, Warner, and James Whitcomb Riley. In term of three months two of the longer poems suggested can be read and studied, together with many lines and quotations from them memorized, and six or seven of the shorter selections together with three or four of them memorized. The memory work can be a part of the morning, or the Friday afternoon exercises.

EIGHTH YEAR.

Reading Selections: Lowell's Vision of Sir Launfal and Other Poems, Lincoln's Gettysburg Speech, Dickens' Christmas Carol, Burke's American Orations, Rolfe's Selections from English History in Prose and Verse, Shakespeare's Julius Cæsar, Shakespeare's Merchant of Venice, Webster's Bunker Hill Oration, the ancient Mariner, Man Without a Country, the Bell's, The Forest Hymn, Thanatopsis, Psalm XIX and XC. Also, all supplementary reading suggested in the outlines on history, nature study, geography, civil government, etc.

For Suggestions, see Reading under Seventh Year.

Suggestions for teaching the Vision of Sir Launfal: The teacher of any selection of literature must be familiar with the selection she is to teach; she must know it in its bearings; she must have studied it earnestly and critically and then have thought out and planned how she can best present it to the class, so they can get the most out of it, toward the development of their characters in a broader sense; for no other study makes so great an emotional appeal and so enhances the worth and glory of life and living as reading.

The theme of this poem is charity-a universal theme. The foundation of charity is our feeling of kinship. What stronger bond than