tions, some of which are partly
analyzed by way of suggestion, will create a love for the highest and
purest forms of literature, will broaden the field of knowledge, and
emphasize the teachings of some of the prose selections. Many of them
have been written by American authors. Every American boy and girl
should be acquainted with the works of poets who have done so much for
the development of American literature and nationality.

MEMORY GEMS.--"The memorizing of choice bits of prose and poetry
enriches the vocabulary of the pupils, adorns their memory, suggests
delicate and noble thoughts, and puts them in possession of sentences of
the best construction. The recitation of these expressive texts
accustoms the children to speak with ease, grace and elegance."
("Elements of Practical Pedagogy.")

BIOGRAPHIES.--Young children enjoy literature for its own sake, and take
little interest in the personality of the writer; but as they grow
older, pleasure in the work of an author arouses an interest in the
writer himself. Brief biographical sketches are given at the close of
the volume as helps in the study of the authors from whom selections are
drawn, and to induce the pupils to read further.

* * * * *

_4_

SUGGESTIONS

WORD STUDY.--The pupil should know how to spell and pronounce correctly
all the words of the selection he is preparing to read. He should know
their ordinary meanings and the special meanings they may have in the
text. He should be able to write them correctly from dictation and to
use them in sentences of his own. He should examine if they are
primitive, derivative, or compound; he should be able to name the
prefixes and suffixes and show how the meanings of the original words
are modified by their use. He should cultivate the habit of word
mastery. What is read will not otherwise be understood. Without it there
can be no good reading, speaking or writing.

EXPRESSIVE READING.--There should be constant drill to secure correct
pronunciation, distinct articulation, proper emphasis, and an agreeable
tone of voice, without which there can be no expressive reading. This is
a difficult task, and will take much time, trouble and practice; but it
has far-reaching results. It enlarges the sympathy of the pupil and lays
the foundation for a genuine love of literature. Do not, then, let the
reading lesson drift into a dull and monotonous calling of words. On the