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.

COMPOSITION.—­Continue oral and written composition.  The correct use of written language is best taught by selecting for compositions subject-matter that deeply interests the children.  If persevered in, this will secure a good, strong, idiomatic use of English.  If the words of a selection that has been studied appear now and then in the children’s conversation or writing, it should be a matter for praise; for this means that new words have been added to their vocabulary, and that the children have a new conception of beauty of thought and speech.

See that all written work be done neatly and legibly.  Slovenly or careless habits should never be allowed in any written work.

MEMORY GEMS.—­Do not lose sight of the memory gems.  Familiarize the pupil with them.  Their value to the child lies more in future good resulting from them than in present good.  These treasures of thought will live in the memory and influence the daily lives of the children who learn them by heart.

THE DICTIONARY.—­The use of the dictionary is a necessary part of education.  It is a powerful aid in self-education.  Its use will double the value of study in connection with reading and language.  Every Grammar School, High School and College should be supplied with several copies of a good unabridged dictionary, and every pupil taught how to consult it, and encouraged to do so.  The dictionary should be the book of first and last and constant resort.

USE OF THE LIBRARY.—­The teacher should endeavor to create an interest in those books from which the selections in the Reader are taken, and in others of equal grade and quality.  Encourage the children to take books from the library.  Direct them in their choice.  Encourage home reading.  The reading of good books should be a part of regular school work; otherwise little or no true progress can be made in speaking and writing.  The best way to learn to speak and write good English is to read good English.