and of paragraphs, all help to carry forward the story? In the play of Julius Caesar, where Marc Antony's eloquence carries all before him he says of his own speaking, "I only speak right on." Does Lincoln do this? If so, the story has coherence.

Third. Does Lincoln reach the point he is after? Does he lay stress on the most important part of the story? The way to tell in this case is to ask if Mr. Seward caught the point of Lincoln's narrative, and if the reader gets the point of Miss Tarbell's anecdote. If so, the story is told with emphasis.

You will no doubt agree that both Lincoln and Miss Tarbell meet these tests in this case. Lincoln is considered one of the world's best story-tellers. And with her stories of men and events Miss Tarbell has caught the ear of the people who read.

Continue to ask these three questions about whatever you hear or read. Put every conversation, speech, or piece of writing to this test. Watch carefully your own speaking and writing in this regard.

(b) Testing Your Own Work for Unity, Coherence, and Emphasis. Let each student write the first item below, and take at least one of the remaining items, orally or in writing. Test it carefully.

1. Get Lincoln's story in mind by reading it over carefully. Frame a slight outline, mental or written, omitting no important feature of the incident. Then write it as it comes to you, with your outline in mind. When it is written, test it as to its unity, coherence, and emphasis. If necessary, rewrite it.

2. Try to tell the substance of the story in about twentyfive words. Omit details. You thus get the gist of the story. 3. Drop the conversation from Miss Tarbell's story, and tell it in the third person.

4. Vocational. - Tell how you earned your first money. Or give a brief account of any transaction in which you made money.

5. Discuss this topic: How I could make my living if I had to leave school now.

6. Answer this question: How can a girl make a living in my town?

7. Dramatization.

Let several students represent the members of an office force: employer, chief clerk, clerks, stenographers, the office boy. A boy or girl comes into the office to ask for work. Deal with it in a business way. Use good English. Time, five minutes.

Let there be written on

8. Answering an Advertisement. the blackboard an advertisement asking for students who will devote part of their time to work in an office. Several students will volunteer to write a reply, asking for the position. Let one competent student criticize these replies as to what to say, how to say it, and form.

9. Three-minute Talk. - Discuss in whole or in part the topic, How high school pupils may pay their own way.

(c) Class Criticism on Unity, Coherence, and Emphasis. — Out of the papers submitted, the teacher, without naming the writers, will read several papers or designate one or more pupils to read them. The class are to listen carefully for the following points, and express their views regarding them.

1. Would it have been better, in the case of any paper thus read, to omit any point? If so, the paper lacks unity.

2. Did all parts of each paper hold together, and did the story go straight to the point? Was everything in its right order? Did the paper read as if a good outline had been made at the outset, and as if the writer had referred to it in preparing his paper, as the builder refers to the architect's plans? If not, it lacks coherence.

3. Did the story accomplish what it started out to do? Was the material out of which the writer made his story so expressed as to make a better effect than usual? If not, it lacks the proper emphasis.

If any pupil chooses to give his story orally, the teacher may select some pupil to criticize it, with regard to the questions given above. This criticism must be courteous. In all criticisms, personalities must be avoided.

Note. Where the high school possesses a reflectoscope, it may be used to advantage here. Throw upon the screen one of the papers written in class, and discuss such items as indention of paragraphs, punctuation, capitalization, and other points coming under the supervision of the permanent editorial committee. Let a member of this committee conduct this discussion.

(d) Effective Narration.—The stories which follow are all easily told. They should be assigned to different members of the class, each student taking one. An outline should be prepared in each case. After writing your story for the first time, study what you have written to see if (1) you have told your story flowingly, that is, without interruption; (2) everything is in its proper order; (3) you make the things that are important seem important. Then rewrite the story to correct any faults or mistakes you have made. When some of the work is read to the class, listen to see how your classmates have succeeded in doing what you have been trying to do.

Refer to John Harrington Cox's Knighthood in Germ and Flower, for several tales, simply told. Any of the following will do.

1. Christmas at Arthur's Court. 2. The Passing Year. 3. The Green Girdle. 4. The Adventure at the Green Chapel.

Christmas at Arthur's Court. This is a story of true chivalry. At a feast, the king had taken a pledge not to dine that day until some brave knight should lay in jeopardy life for life, and trust to Fortune for success. The first course is hardly served when into that hall there rides a terrible knight, the tallest on earth. In one hand he holds a holly branch, and in the other a battle-ax, forged of green steel and gold. He issues challenge.

At first the king, and then in his stead good Gawain, takes up the challenge. "If he is so hardy as to give a stiff blow, and accept one in return, let him seize this battle-ax, and the Green Knight will bare his neck to the stroke. Within a year and a day, however, Gawain if he be not afraid, must seek out the Green Knight and take a blow in return." Gawain is not afraid, and the blow is delivered. That proud head rolls off, falling to the floor. The Green Knight stoops and catches up his severed head, filling the hall with terror.

The rest of the story is worth the reading: how Gawain passed the year; how he left Camelot to ride to meet the knight; how he met the lord of a certain castle, and the compact he made. The adventure of the Green Girdle tells how at the Green Chapel he took the blow he had bargained for; and what then happened.1

(e) Effective Description.· Read the account of Nausicaa's (Nausic-a-a) Washing of the Garments, in The Odyssey, book vi, lines 1 to 137, William Cullen Bryant's translation, or any good translation within the pupil's reach. Here is a beautiful bit of descriptive story, where a fair young princess of the olden times, attended by her maidens, goes to the river to wash her raiment. Describe the scene.

(f) Narration and Description.· Read the account of Siegfried's Coming to Burgundy in The Story of the Nibelungs, Lettsom's translation; or that of the Norroena Romances and Epics; or William Morris's Nibelung Stories. Tell the story, giving a description of Siegfried.

Young Siegfried, king of the Nibelungs, the pride of German epic story, hearing of the beauty and loveliness of Kriemhild, comes to Burgundy with but eleven companions. His flashing armor and glittering vestments, added to his knightly bearing, attract the attention of Gunther, king of Burgundy, and the king invites him to remain at his court. For love of Kriemhild he enters Gunther's service and abides there a year without seeing his lady love. She, in secret, speaks kindly of him, looking often upon him when he is unaware. He distinguishes himself in various adventures, and wins the admiration and then the love of Kriemhild. He overthrows Hagan in a friendly wrestling match. Hagan turns against Siegfried forever after.

(g) Vocational Guidance. With the underlying thought of Lincoln's story in mind, that is, the joy he felt in money honestly earned,

1 This may be assigned to a group of students, to bring in the stories one a day, for four days. Or all may be assigned at once to different pupils. Have the best one or two of each set read aloud, without mentioning who wrote it. If the instructor prefers, Exercises (d), (e), and (f) may be omitted at this time, and taken later in the course.

let some one in the class who had quit school to go to work, but who found that he needed the preparation the high school affords, and has come back, discuss the first topic below, orally.

An oral discussion of the second topic, summarized by some one of the class chosen beforehand, will bring out important points.

The third topic may be assigned to two students for oral discussion, one boy telling what he thinks of the work of the traveling salesman, as an occupation; and one girl discussing the profession of trained nurse as a means of livelihood. Let a committee of three

criticize this exercise.

1. Why I quit school, and why I returned to school. 2. What should I consider besides pay in accepting a position?

3. My chosen vocation.

(a) the traveling salesman; (b) the trained nurse.

(h) Making an Outline. - Make an outline, covering the points so far brought out. Recite from your outline, if called upon.

(i) Definition. - Learn Blair's definition of rhetoric.

Nausicaa Playing Ball.

The artist's title for this picture is Greek Girls Playing Ball, but the beautiful little story of Nausicaa at play with her companions after completing her