Lesson 16.-Rev. HENRY WARD BEECHER (1813-1887): a celebrated American preacher, a natural orator and gifted writer, an earnest patriot.

Summarize the points of this lesson.

Lesson 17.-WILLIAM O. STODDARD: a writer of juvenile fiction for boys of the present day. This selection is abridged from Two Arrows. His Life of Abraham Lincoln is finely written, good book for boys and girls of this grade.

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Lesson 18. Quaint picturing of the customs of colonial times gives interest to this poem. (See note on Lesson 5.)

Lesson 19. What have you read by this author? Write short essays on flowers in this style.

Lesson 20.-JOHN BURROUGHS (1837- ) is an attractive writer and journalist. See also Pepacton, Locusts and Wild Honey. Lesson 21. — Sir WALTER SCOTT (1771-1832), Scotland: a celebrated novelist and poet. This selection is from Marmion, a poem in six cantos. The Lady of the Lake and The Lay of the Last Minstrel should be read by the young.

The Talisman, Ivanhoe, The Heart of Midlothian, are among Scott's many works of fiction. See portrait, page 240.

Lesson 22. - The Swedish Battle Song should be committed to memory as a picture of sublime trust in God. It was written by Gustavus Adolphus, and sung by his troops just before the famous battle of Blutzen. It has been translated by Michael Altenburg. Lesson 23. - Pilgrim's Progress, from which this lesson is taken, was written by JOHN BUNYAN (1628-1688), England. It is an allegory of the Christian life. Doubting Castle" represents unbelief; the giant, "Despair," with his wife and adviser, “Distrust," rule over it. Trace the steps from choosing an "easier way" to the threatened ruin which Christian seems barely to escape.

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Lesson 24. — Interest always attaches to discoveries. That of the North Cape was one of the first in the Arctic regions.

What was the time of King Alfred? Observe what was counted wealth and distinction.

The author of the poem is HENRY WADSWORTH Longfellow (1807-1882), Cambridge; one of the great American poets. Another selection will be given in a later lesson. See portrait.

Lesson 25. This picture of Autumn is a beautiful study in color. Its author, Mrs. JACKSON, has been referred to (see Lesson 12). Scales of color may easily be prepared and the names located, which every one should know. This is work for the girls of a class chiefly.

Lesson 26. To be memorized. WILLIAM COLLINS, an English poet (1721-1759).

Lesson 27.—These Memorial Day stanzas were written in the interest of harmony of feeling between different sections of our own country. The "judgment day" must not be interpreted narrowly. It may be thought of as the day of impartial justice and the righting of all wrong judgments.

Lesson 28. This selection from Ethics for Young People is by

Rev. C. C. Everett.

Lesson 29.- True Wisdom. To be committed by sections of the class, and recited from memory, consecutively. It is one of the masterpieces of ancient literature.

Lesson 30. This selection is from CHARLES DICKENS, one of the most popular of English novelists (1830-1885). It can only be well rendered by being thoroughly appreciated in its humor, in its warmth of family feeling, and in its expression of the Spirit of Christmas. Nicholas Nickleby, Old Curiosity Shop, Christmas Stories, etc., should be the earliest read of his novels.

Lesson 31. — THOMAS BABINGTON MACAULAY (1800-1859), England: statesman, historian, and poet. In the Lays of Ancient Rome, from which this lesson is drawn, he represents the times, thoughts, and ways of the people he introduces. All of them are well known in early Roman history.

Lesson 32. The style of this selection represents that of the times and people it pictures. Locate Rome, Greece, Syria, Macedonia, Persia, all of which have been named in this and preceding lessons. Learn also to locate in time the events recorded.

Lesson 33.- What lessons in this course of reading have especially encouraged close observation? This one pictures the persistent observation of nature, which is called study. Compare the study of a specimen with that of a record of facts and indicate points of difference. In what does the interest in this story con

sist? Professor LOUIS AGASSIZ (1807-1873), Switzerland and Cambridge, Mass.: a renowned naturalist and teacher.

Lesson 34.- HENRY D. THOREAU (1817-1862): author of a number of interesting volumes; a philosopher of a type very rarely met. He lived the life of a hermit for a number of years that he might experience frugal independence and moral isolation. After reading this lesson, compare the life-long habit of observation which is indicated in it with that of the student in the last lesson. Lesson 35.-This selection is from Two Years Before the Mast, by R. H. DANA (1815-1881). He was himself the young sailor whose experience is described. Note the nautical terms used. How is the difference between theoretical and practical knowledge illustrated in his experience?

Lesson 36. - Sir WALTER SCOTT (see Lesson 21). Lochinvar is a song sung by a lady in the same poem (Marmion) from which Lesson 12 was drawn. In reading it, something of the song movement should be suggested.

Lesson 37.-WASHINGTON IRVING (1783-1859), New York. Irving was the first of American authors to gain recognition abroad. Genial style and humor make his writings most agreeable reading. They are models in the use of pure English. The Sketch Book, Bracebridge Hall, and his humorous History of New York are widely read, as well as his historical works.

Lesson 38. - What previous selection by this author? In what sense can a bird be called a murderer and a bandit?

Lesson 39. It would be well to require the pupils to memorize this beautiful poem. The effort would be slight in comparison with the value. Require the class to locate the event in time and place, and also to tell the story in prose.

Lesson 40. This lesson is a specimen of the information given in Madame How and Lady Why, a volume of the writings of Rev. CHARLES KINGSLEY (see note on Lesson 2).

A composition in answer to five questions drawn from this selection will indicate with what intelligence the class have read it.

Lesson 41. VICTOR HUGO (1802-1885): one of the most prominent and powerful French writers. Les Misérables is his greatest work. This selection is from Ninety-Three. Note the

intense style. As a proof of the place each word takes, try to cut out words and phrases without materially affecting the account, or try to substitute other words for those chosen by the author.

Lesson 42.- WILLIAM WORDSWORTH (1770-1850), English: an eminent English poet, whose influence upon English poetry has been very great. His May Queen, We are Seven, and Goody Blake are known to children everywhere. Intimations of Immortality is one of the finest poems in the language.

Compare the meanings of faithfulness, loyalty, devotion, fidelity. Lesson 43.- EDGAR ALLAN POE (1809-1849), Baltimore, Md.: a remarkable writer both of prose and verse. The Raven and Annabel Lee are known wherever the English language is read.

This lesson is introduced as a happy illustration of what it often troubles pupils in school to understand — variation in time in connection with longitude.

Lesson 44.- HARRIET MARTINEAU (1802-1876): an English authoress. This selection is from The Feats of the Fiord. Other juvenile writings of great interest are The Peasant and the Prince, The Crofton Boys, and Settlers at Home.

Miss Martineau also wrote Traditions of Palestine and a number of other works.

Pictures of life in other lands should form a part of education. Those of this author are reliable for Norway, as Miss Bremer's are for Sweden.

Lesson 45.- DOUGLASS JERROLD (1803-1857): an English dramatist and essayist. His most famous work is Caudle Lectures, from which this lesson is taken.

Mrs. Caudle is everywhere pictured as a scold, but the habit sits lightly upon her, as also does the result of it upon her husband. In reading, this fact should be borne in mind. An ill-natured voice is out of place in rendering it.

Lesson 46. This story of HAWTHORNE'S is useful as a picture of the characters of King Charles and Oliver Cromwell. Cromwell (1599-1658) was made Protector in 1654.

Lesson 47. To be committed to memory, and recited for practice in expression.

ROBERT BROWNING (1812-1889): England. The greater part of Browning's poetry belongs to mature minds; some of his shorter

poems are very spirited. Among these are Harvé Riel, The Pied Piper, How They Brought the Good News to Ghent.

Lesson 48. The Star-Spangled Banner should be recited or sung periodically in every schoolroom, as should all our national hymns. Other facts about the Flag may be had on application to the Patent Office, Washington, a pamphlet having been recently issued in answer to queries made concerning its history.

ALEXANDER H. STEPHENS: a native of Georgia, a lawyer and statesman.

Lesson 49. This selection from St. Paul's Epistle to the Corinthians should be memorized. Selections might be read from Drummond's The Greatest Thing in the World which would be catholic in form and spirit.

Lesson 50. The short extracts of this lesson should be made the topics for conversation, or written exercises.

Lesson 51.-JOSEPH ADDISON (1672-1719): English. The style of Addison has been a model for authors for two centuries. His papers are for the most part short, bright essays, written for periodicals which he either established or helped to sustain. Under the titles Spectator, Tattler, and Guardian these may be found and enjoyed by readers of this grade. Explain the allusions in this Vision - the arches, cimeters, trap-doors, bubbles, birds, etc.

Lesson 52. RALPH WALDO EMERSON (1803-1882), Concord, Mass.: an eminent writer both in prose and verse. He is chiefly known through his philosophic essays, from which an extract is made in a later lesson (see Lesson 90).

WILLIAM CULLEN BRYANT (1794-1878), Massachusetts and New York: author, poet, editor, one of the great names in literature. He began to write poetry at ten years of age, and when eighteen composed Thanatopsis, a grave, thoughtful study which has been called the "greatest poem ever written by so young a man."

These two poems on flowers have been introduced in the hope that pupils may be led to gather a collection of similar gems of which our literature abounds. To a Mountain Daisy, by Burns; The Daffodils, by Wordsworth; The Palm Tree, by Whittier; Almond Blossom, by Edwin Arnold; The Planting of the Apple-Tree, by Bryant; The Moss Rose, by Krummacher, are examples.