composition of dramatic fragments. In an age when the trend of popular
interest is unquestionably toward the drama, such suggestions need no
defense. The study of dramatic composition may be granted as much or as
little attention as the teacher thinks wise. In any event, it will
afford an opportunity for a discussion of the drama and will serve, in
an elementary way, to train the pupil's judgment as to the difference
between good and bad plays. Especially can this end be accomplished if
some of the plays mentioned in the lists be read by the class or by
individual students.

A few simple exercises in the writing of poetry have been inserted, in
order to give the pupils encouragement and assistance in trying their
skill in verse. It is not intended that this work shall be done for the
excellence of its results, but rather for the development of the pupil's
ingenuity and the increasing of his respect for the poet and the poetic
art.

The collateral readings are appended for the use of those teachers who
wish to carry on a course of outside reading in connection with the
regular work of the class. These lists have been made somewhat extensive
and varied, in order that they may fit the tastes and opportunities of
many teachers and pupils. In some cases, the collateral work may be
presented by the teacher, to elaborate a subject in which the class has
become interested; or individual pupils may prepare themselves and speak
to the class about what they have read; or all the pupils may read for
pleasure alone, merely reporting the extent of their reading, for the
teacher's approval. The outside reading should, it is needless to say,
be treated as a privilege and not as a mechanical task. The
possibilities of this work will be increased if the teacher familiarizes
herself with the material in the collateral lists, so that she can adapt