reason why children improve very little in oral reading during the
last three years in the elementary school is their lack of incentive
to improve. They feel no great need of enunciating distinctly and of
reading with pleasant tones loud enough to be heard by all, when all
present have the same text before them. Why should they?

Good aims make children alert, just as they do older persons. I
remember hearing a New York teacher in a private school say to her
thirteen-year-old children in composition, one spring day: "I expect
to spend my vacation at some summer resort; but I have not yet decided
what one it shall be. If you have a good place in mind, I should be
glad to have you tell me why you like it. It may influence my choice."
She was a very popular teacher, and each pupil longed to have her for
a companion during the summer. I never saw a class undertake a
composition with more eagerness. In a certain fifth-year class in
geography a contest between the boys and girls for the best collection
of articles manufactured out of flax resulted in the greatest
enthusiasm. The reading or committing to memory of stories with the
object of dramatizing them--such as _The Children's Hour_, in the
second or third grade--seldom fails to arouse lively interest.

For several years the members of the highest two classes in a certain
school have collected many of the best cartoons and witticisms. They
have also been in the habit of reading the magazines with the object
of selecting such articles as might be of special interest to their
own families at home, or to other classes in the school, or to their
classmates, often defending their selections before the class. Their
most valuable articles have been classified and catalogued for use in
the school; and their joke-books, formed out of humorous collections,
have circulated through the school. The effect of the plan in