the final impression may be made by the author's own words. It is
important that the pupil get the message which the author intended to
give. In teaching a descriptive poem, make the pictures as vivid as
possible, and thus awaken the imagination. In dealing with a narrative
poem, the sequence of events must first be made clear. When this is
done, the aim should be to give fuller meaning to the story by bringing
out clearly the causes, motives and results of acts. All this will take
time. Be it so. One poem well read, well studied, is worth more than a
volume carelessly read over. In reading poetry, be careful that the
pupils, while giving the rhythm of the lines, do not fall into the
singsong tone so common and so disagreeable.

EXPLANATIONS.--Explanations should accompany every reading lesson,
without which there can be no serious teaching of the vernacular. By
their means the teacher enters into communication with his pupils; he
gets them to speak, he corrects their errors, trains their reason, and
forms their taste. It has been said that a teacher able to explain
selections in prose and poetry "holds his class in the hollow of his
hand." The teacher should insist that the pupil express himself clearly
and correctly, not only during the reading lesson, but on every subject
he has occasion to deal with, either orally or in writing, throughout
the day's recitations.

REVIEWS.--As the memory of children, though prompt, is weak, frequent
reviews should be held. They are necessary for the backward pupils and
advantageous for the others. Have an informal talk with the children on
what they have read, what they have learned, what they have liked, and
what has interested them. Some important parts of the prose and poetry
previously studied might, during this exercise, be re-read with profit.