children of tender years, the same day, the story of Jimmy and a Greek
myth, or an episode from the "Odyssey," or any genuine bit of human
nature and life; and ask the children next day which they wish to hear
again. Almost all of them will call for the repetition of the real thing,
the verity of which they recognize, and which has appealed to their
imaginations. But this is not all. If the subject is a Greek myth, they
speedily come to comprehend its meaning, and by the aid of the teacher to
trace its development elsewhere, to understand its historic significance,
to have the mind filled with images of beauty, and wonder. Is it the
Homeric story of Nausicaa? What a picture! How speedily Greek history
opens to the mind! How readily the children acquire knowledge of the
great historic names, and see how their deeds and their thoughts are
related to our deeds and our thoughts! It is as easy to know about
Socrates as about Franklin and General Grant. Having the mind open to
other times and to the significance of great men in history, how much
more clearly they comprehend Franklin and Grant and Lincoln! Nor is this
all. The young mind is open to noble thoughts, to high conceptions; it
follows by association easily along the historic and literary line; and
not only do great names and fine pieces of literature become familiar,
but the meaning of the continual life in the world begins to be
apprehended. This is not at all a fancy sketch. The writer has seen the
whole assembly of pupils in a school of six hundred, of all the eight
grades, intelligently interested in a talk which contained classical and
literary allusions that would have been incomprehensible to an ordinary
school brought up on the ordinary readers and text-books.

But the reading need not be confined to the classics nor to the
master-pieces of literature. Natural history--generally the most
fascinating of subjects--can be taught; interest in flowers and trees and
birds and the habits of animals can be awakened by reading the essays of