to appreciate the literary treasures of the race. The business of the
reading book is to furnish the best available material for this purpose.

It is worth while to make a thorough study of a few well-chosen selections.
Through the power gained in this way children are enabled to interpret and
enjoy other selections without the aid of the teacher. If the class work is
for the most part of the intensive kind, the pupils will read the remaining
lessons alone for sheer pleasure, which is at once the secret and goal of
good teaching in literature. Moreover, they will exercise a discriminating
taste and judgment in their choice of reading matter. To love good
literature, to find pleasure in reading it and to gain power to choose it
with discrimination are the supreme ends to be attained by the reading
lesson. For this reason, some selections should be read many times for the
pleasure they give the children. In music the teacher sometimes calls for
expressions of preference among songs: "What song shall we sing, children?"
So in reading, "What selection shall we read?" is a good question for the
teacher to ask frequently. Thus children come to make familiar friends of
some of the stories and poems, and find genuine enjoyment in reading these
again and again.

Good results may also be obtained by assigning to a pupil a particular
lesson which he is expected to prepare. On a given day he will read to the
class the selection assigned to him. The orations are especially suited to
this mode of treatment. The pupil who can read one selection well has gone
a long way toward being a good reader. The teacher who said to her pupils,
"I shall read to you tomorrow," recognized this truth and knew the value of
an occasional exercise of that kind. Good pedagogy approves of a judicious
use of methods of imitation in teaching reading.

The biographies are intended to acquaint the children with the personal