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will have those selections learned the first year relearned; the third grade teacher will do the same thing for those learned in the two preceding grades, and so on. Repetition alone fixes many experiences.

Selections for Memorizing

Fourth Grade

The Eagle.—Tennyson.
The Brook.Tennyson.
The Clouds.--Sherman.
Wonderful World.-Rand.
Wishing.-Allingham.
To the Fringed Gentian.-Bryant.
Daybreak.—Longfellow.
A Sailor's Song of the Sea.—Cornwall.
Spring.Howell.
April.Helen Hunt Jackson.
The Flower Folk.-Rossetti.
Beautiful Things.Jane Taylor.

Fifth Grade

The Planting of the Apple Tree.-Bryant.
The Death of the Flowers.--Bryant.
Landing of the Pilgrims.-H cmans.
Today.-Carlyle.
Stand by the Flag.–Wilder.
April in England.—Browning.
The Petrified Fern.-Branch.
The Battle of Waterloo.Byron.
A Psalm of Life.Longfellow.
The Arrow and the Song.-Longfellow.
Evening.--Scott.

Sixth Grade

Gradatim.-Holland.
Love of Country, "Breathes there a man.”—Scott.
Concord Hymn.-Emerson.
Ring Out, Wild Bells.-Tennyson.
Songs of Labor (Selected).-Whittier.
Parts from Snow-Storm.-Emerson.
Parts from Snow-Bound.-Whittier.
An Incident of the French Camp.--Browning,
Abou Ben Adhem.-Hunt.
For a' That and a' That.—Burns.
The Builders.-Longfellow.
The Daffodils.-Wordsworth.

Seventh Grade

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The Old Year.-Tennyson.
The Shell.-Tennyson.
Crossing the Bar.Tennyson.
Duty's Leaden Casket.—Lowell.
The Heritage.Lowell.
To a Waterfowl.—Bryant.
The Chambered Nautilus.-Holmes.
Passages from Sohrab and Rustum.- Arnoid.
To a Mountain Daisy.-Burns.
Gettysburg Speech.—Lincoln.
Preludes to the Vision of Sir Launfal.- Lowell.
Nolan's Speech.-Hale.

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The Last Leaf.Holmes.
To a Skylark.—Shelley.
To a Skylark, “Ethereal Minstrel."—Wordsworth.
The Cloud.—Shelley.

Some Books Containing Suitable Selections

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Poems by Grades.-Gilbert and Harris. (Scribner's.)
The Child's Calendar Beautiful.-Beeson.

(The BurtTerry-Wilson Co.)

Literary Readings.—Curry. (Rand, McNally & Co.)

Golden Numbers.—Wiggin and Smith. (McClure, Phillips & Co.)

Golden Treasury.Palgrave. (The Macmillan Co.)

Famous Poems.-Birdsall. (Putnam's.)
Lyra Heroica.-Henley. (Scribner's.)
Blue Poetry Book.Lang. (Longmans, Green & Co.)
Children's Garland.—Patmore. (Macmillan.)

Poems Every Child Should Know.Burt. (Doubleday, Page & Co.)

One Thousand Poems for Children.-Ingpen. (Jacobs.)

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There are always some girls and boys, especially boys, who do not care for reading, and there are others who become so infatuated by books that they read everything that they can procure. The “read ing craze," as it has been termed, advances steadily, according to Miss Williams, until the twelfth year; then, after a rest, it increases sharply to the fourteenth year; and finally, for most people, falls away gradually until a plane of habit is found, which endures in most cases for a lifetime.

Of course these conclusions, which are made after thousands of inquiries, are not true in all cases. So much depends on varying elements, such as home influences, the encouragement of the teacher, and accessibility of books. In one school, for instance, the children of the fifth grade, directed by an enthusiastic teacher, did the maximum reading in the school, accomplishing the amazing average of thirteen books in four months, besides keeping up good lessons ! And the decrease of reading in the high school is undoubtedly due to the increased difficulty and length of lessons.

The Pubescent Reading Passion

President G. Stanley Hall, of Clark University, says of this youthful reading :*

“The pubescent reading passion is partly the cause and partly an effect of the new zest in and docility to the adult world and also of the fact the receptive are now and here so immeasurably in advance of the creative powers. Now the individual transcends his own experience and learns to profit by that of others. There is now evolved a penumbral region in the soul more or less beyond the reach of all school methods, a world of glimpses and hints, and the work here is that of the prospector and not of the careful miner. It is the age of skipping and sampling, of pressing the keys lightly. What is acquired is not examinable but only suggestive. Perhaps nothing read now fails to leave its mark. It cannot be orally reproduced at call, but on emergency it is at hand for use. As Augustine said of God, so the child might say of most of his mental content in these psychic areas, 'If you ask me, I do not know; but if you do not ask me, I know very well.'”

The Need of Direction If this reading leaves its mark in such a subtle manner--and one can hardly doubt that it doesit is certainly the part of wisdom to direct it as carefully as possible. Many a boy or girl becomes so saturated with stories of wild adventure or of sentimentality that it is difficult to introduce reading which is more substantial. In like manner, the weekly and monthly magazines flood the land with stories which, although for ihe most part harmless

* Hall: Adolescence, II. 474.

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