the class to go on a long, long journey with her. Closing their eyes they journeyed to a lonely beach on the ocean. She proceeded, "The waves are breaking against the shore and as they break we hear a loud roaring. Heavy clouds are scudding across the sky. Away in the distance we can see a ship with its sails tightly rolled up or reefed. We see a lighthouse in the distance which, wrapped in mist, looks like a ghost. A little friend is going up and down the shore, uttering his sad, sweet, mournful cry. Our little friend is the sandpiper whom we studied about yesterday." She proceeded in this style, introducing the new words incidentally. The expressions, "rolling waves,' " "close-reefed vessels," "frowning rocks," "uptossed driftwood," "oncoming storm," "bright fire," "ghostly lighthouse," "lonesome sandpiper," furnished exceptionally good opportunities for imaginative work. The children were asked to listen to the roaring of the ocean, to look far across the water, to watch the heavy clouds, to see the close-reefed vessels, to picture the wet sand and walk through it, to gather firewood, to see the beach with the drift-wood scattered upon it, the waves rolling and tossing, and the approaching tide.

Following the teacher's story the pupils were allowed to tell what it made them think of. One remembered the sandpiper, studied the previous day; another, a visit of his to the ocean. It reminded the teacher of an island in the ocean which she had visited many times, where Mrs. Thaxter

had lived and had seen just such strange scenes as had been described. She had written a poem about what she saw. Would the children like to hear it? The pleasurable demonstration of the children, when asked this, could scarcely be restrained. The teacher read the poem twice. These readings gave them a connected picture. They were then given the poem so they could see "how it looks." They were encouraged to make it their "very own," so that they might have it even if they lost the paper. One of the best readers was allowed to read it. The teacher then called into action the spirit of rivalry by seeing who could commit the first two lines first; the second two; the stanza-in each case allowing the winner to recite and requiring the class to repeat in concert. As they read they tried to imagine themselves the author. It is probably unnecessary to say that the children were very desirous of committing the selection, and that succeeding lessons were full of interest and the desire for mastery.

Steps in Memorizing

From what has been said, it is easy to infer what the steps are in teaching a memory selection.

1. Present the mental pictures skilfully and vividly, introducing the new words of the gem incidentally.

2. Make the personal touch, by bringing in personal experiences.

3. Introduce the author and the poem.

It is unnecessary to introduce the author every time. Frequently, of course, it is wise to have the name of the author associated with the poem. He can be introduced by telling how he came to write it or where he lived when it was written. The author should be mentioned when some circumstance connected with him makes the situation more living and real.

4. Present the written form.

Selections for Memorizing

The list of selections given below is, of course, not complete, being merely suggestive of the kind of material to be used.

First Grade

The Lord's Prayer.—Bible.

The Golden Rule.-Bible.

Time to Rise.-Stevenson.
Rain.-Stevenson.
Singing. Stevenson.

Happy Thought.-Stevenson.

The Whole Duty of Children.-Stevenson.

My Bed Is a Boat.-Stevenson.

Bed in Summer.-Stevenson.

Spring. Celia Thaxter.

Lady Daffadown.-Christina Rossetti.

Boats Sail on the Rivers.-Christina Rossetti.
Who Has Seen the Wind.-Christina Rossetti.

A Apple Pie.-Edward Lear.

What Does Little Birdie Say?-Tennyson.
Selections from Hiawatha.-Longfellow.

Second Grade

My Shadow.-Stevenson.

The Lamplighter.-Stevenson.
Escape at Bedtime.-Stevenson.
The Swing.-Stevenson.
The Wind.-Stevenson.
Marching Song.—Stevenson.
Foreign Land.-Stevenson.

The Lost Doll.-Kingsley.
Sweet and Low-Tennyson.
Sleep, Baby, Sleep.—Tennyson.

A Boy's Song.-Blake.

Which Mother Loved the Best.-Allison.
Daisies. Sherman.

The Moon.-Lord Houghton.

The Mountain and the Squirrel.-Emerson.
Father, We Thank Thee.-Emerson.
Wynken, Blynken, and Nod.-Field.

Psalm 100.-Bible.

Psalm 23.-Bible.

Third Grade

Thanksgiving Day.-Childe.

Children's House.-Longfellow.
September.-Helen Hunt Jackson.

How the Leaves Came Down.-Susan Coolidge.
The Months.-Sara Coleridge.

The Gladness of Nature.-Bryant.

One, Two, Three.-H. C. Bunner.

To a Child.-Wordsworth.

The Swing. Stevenson.

The Little Lark.-Jane Taylor.
Speak Gently.-Anon.

The Sandpiper.—Celia Thaxter.

The Snowdrop.-Tennyson.

Books of Collected Poems

Pinafore Palace.-Wiggin and Smith. (McClure, Phillips & Co.)

Poems by Grades.-Harris and Gilbert. (Scribner's.)

Posy Ring.-Wiggin and Smith. (McClure, Phillips & Co.) Child's Garden Beautiful.-Stevenson. (Rand, McNally

& Co.)

A Book of Verses for Children.-Lucas. (Henry Holt & Co.)

Another Book of Verses for Children.-Lucas. (The Macmillan Co.)

Child Life. Whittier. (Houghton, Mifflin & Co.)

Child's Calendar Beautiful.-Beeson. (Burt-Terry-Wilson Co.)