characteristics and lives of the authors, making them more interesting and
real to the children, giving them the human touch and incidentally
furnishing helpful data for interpreting their writings. In this
connection, the authors have, by permission, drawn freely from Professor
Newcomer's English and American Literatures. "Helps to Study" include
questions and notes designed to stimulate inquiry on the part of pupils and
to suggest fruitful lines of study. Only a few points are suggested, to
indicate the way, and no attempt is made to cover the ground adequately;
this remains for the teacher to do.

While placing emphasis primarily on the thought-getting process the
formalities of thought-giving must not be overlooked. The technique of
reading, though always subordinate and secondary to the mastery of the
thought, nevertheless claims constant and careful attention. Good reading
requires clear enunciation and correct pronunciation and these can be
secured only when the teacher steadily insists upon them. The increase of
foreign elements in our school population and the influence of these upon
clearness and accuracy of speech furnish added reason for attention to
these details. Special drill exercises should be given and the habit of
using the dictionary freely should be firmly established in pupils. The
ready use of the dictionary and other reference books for pronunciation and
meaning of words, for historical and mythical allusions should be steadily
cultivated. Without doubt much of the reading accepted in the public
schools is seriously deficient in these particulars. The art of good
reading can be cultivated by judicious training and the school should spare
no pains to realize this result.

Professor Clark, in his book on "How to Teach Reading," sets forth the four
elements of vocal expression--Time, Pitch, Quality and Force. We quote a
few of the sentences from his treatment of each of these elementary topics.