substituted in the graph for the name. Such a graph enables the teacher to see at a glance the status of each child compared to the others in the class and the status of the class compared with the standard. A graph of this kind placed upon the blackboard gives significant information to parents and others interested who may be visiting the school on the occasion of a school assembly or a meeting of the parent-teacher association. The following true-false test may be used for testing the pupils' comprehension. Ask the pupils to place "yes" after the statements that they think are correct and "no" after the ones that they think are incorrect.

A TRUE-FALSE TEST

1. This selection describes the coming of spring in Sun Prairie. (Yes.) 2. Jack was the hired man in the Stewart family. (Yes.)

3. Lincoln possessed unusual powers of dancing and playing the fiddle. (No.)

4. Jack nearly wore his tongue to the quick, licking the sap from the maple logs which he sawed. (No.)

5. The boys worked hard and kept up their spirits by the thought that they would go sleigh-riding at night. (No.)

6. The jay and the snowbird dashed amid the glorified willow trees. (Yes.)

7. Lincoln and Rance often skated alone and in silence with the majesty of the night around them. (Yes.)

8. The boys watched the doves as they came back lighting in the cornfields to find food. (No.)

Skimming a page in order to locate a particular passage in a selection previously read is a type of silent reading worth practicing. Ask the pupils to locate the following passages and, to stimulate speed, allow the pupil who finds the passage first to stand and read it to the class:

1. A paragraph describing Jack.

2. Passages that describe the boys' work.

3. Passages that describe their entertainment.

4. The passage that describes the return of the ducks.

5. The sentence that tells about Lincoln's imitative power.

6. The paragraphs that describe the return of the prairie chickens.

7. The paragraph that describes a job the boys hated.

8. The paragraphs that tell about an Easter diversion.

9. Paragraphs that describe the camp fire.

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10. A sentence in which the author gives an explanation of the boys' enjoyment.

11. Sentences that seem to you particularly graphic descriptions.

12. Sentences that show that Hamlin Garland observed Nature closely.

HOME-THOUGHTS, FROM ABROAD (page 86)

The teacher may read the poem to the class, bringing out the beauty of the music and the imagery. The pupils will be interested in seeing how the rhythm of the poem naturally accents the word "England." With encouragement the pupils will make many interesting discoveries in the rimes and the rhythm. The pupils will find pleasure in carrying out the suggestions on page 87.

A VAGABOND SONG (page 88)

A capable reader may present this poem to the class while the pupils listen and observe how skillfully the poet manages so that the important words are in the accented places in the lines. Which words are thus emphasized? This is called “A Vagabond Song"; which lines would you select to give a good swing to your march on a "hike"?

Volunteer reading: Magazines such as The Scientific American, Bird Lore, The National Geographic, The Audubon Society.

Volunteer research to share results with the class: Domestication of Plants: "Taming the Wild Blueberry," National Geographic, Vol. 22, pp. 137-147; “The Education of the Cabbage," Compton's Pictured Encyclopedia, Vol. 2: pp. 553-555; "Burbank-The Plant Wizard and Some of His Achievements," Compton's Pictured Encyclopedia, Vol. 2: pp. 538-539.

- SUGGESTED PROBLEMS (page 89)

The teacher will find numerous suggestions for class activities on page 89. It will be possible to carry out many of these ideas through volunteer committees; some of the suggestions may need to be modified and adapted, but nevertheless the present-day teacher will find rich material for vitalizing the study of literature.

A REVIEW (page 90)

A class period or two may well be spent in a backward look at Part I. The pupils will profit by the experience of classifying and organizing

according to the suggestions on pages 90-92. Volunteer committees will be glad to work out some of the suggested problems on page 92.

As a review of the selections in Part I the pupils may locate the quotations below, giving the title and author; these, together with the quotations, will make an interesting addition to the notebooks. The pupils should be encouraged to learn many of the quotations by heart.

1. "Little flower-but if I could understand

What you are, root and all, and all in all,

I should know what God and man is."

2. "Long may he roam-this is my wish, and this that I may see him once again in all the glory of his speed with his black mane on the wind, the spur-galls gone from his flanks, and in his eye the blazing light that grew in his far-off forebears' eyes as they spurned Arabian plains."

3. "And the red cock crew too early,

And the fairies fled in fear,

Leaving their petticoats, purple and pink,

Like blossoms hanging here."

4. "He was black as night, a mongrel by birth, but a thoroughbred by nature."

5. "For all my thinking, (I) never could recover

6.

One moment of the good hours that were over."

"He who from zone to zone

Guides through the boundless sky thy certain flight,

In the long way that I must tread alone

Will lead my steps aright."

7. "When all had been made as snug as possible the family crawled under the wagon and awaited results."

Our sweetest songs are those that tell of saddest thought."

9. "Something primeval and splendid clustered about this unusual camp fire. Around them were bare trees, with buds just beginning to swell. The grass was green only in the sunny nooks, but the sky was filled with soft white clouds. For guests they had the squirrels and the blue jays. It was a celebration of their escape from the bonds of winter and a greeting to spring."

10. "Thy lay is in heaven, thy love is on earth."

11. "Tell them, dear, that if eyes were made for seeing, Then beauty is its own excuse for being."

12. "Type of the wise, who soar but never roam,

True to the kindred points of Heaven and Home!"

13. "There is probably no bird in the world that possesses all the musical qualifications of this king of song, who has derived all from Nature's self."

14. "And winking Mary-buds begin

To ope their golden eyes."

15. "There is something in October sets the gipsy blood astir.”

16. "That's the wise thrush; he sings each song twice over, Lest you should think he never could recapture

The first fine, careless rapture!"

PART II

THE WORLD OF ADVENTURE

AN INTRODUCTION (page 95)

The Introduction to Part II may be read informally by the teacher. The pupils may be asked to listen to the reading in order to find out: 1. About adventure, its important part in literature

2. A definition of adventure

3. The different kinds of adventure

4. How imagination helps in creative reading

STORIES OF THE SUPERNATURAL

THE MASQUE OF THE RED DEATH (page 97)

This short story (2404 words) may be assigned for silent reading during the study period, the pupils keeping a notebook record of their silent-reading rate. The silent-reading assignment should also include the Biography and The Short Story, page 104. Ask the pupils to read the story to see whether Poe has the power to produce the desired effect on them. The pupils will no doubt be eager to tell their individual reactions to Poe's power to produce an effect and the teacher will do well to devote the first part of a class period to these individual experiences.

The pupils, having read the story and the analysis of The Short Story (page 104) may spend the rest of the class period, or more if necessary, in making an original outline in which the principles of the short story are applied. In outlining the story constant reference should be made to the text and to the material on pages 104 and 105. Individual pupils would find it difficult to make such an outline, but the class working together, with the teacher or a pupil writing the suggested topics on the board, will be able to make an outline similar to the following, which may serve as a guide.