(d) Refer to Mabie's Norse Stories and select one of the stories from the list below. Make your outline mentally or in writing, and tell your story in your own way.

(1) Odin's Search for Wisdom. (2) The Making of Thor's Hammer. (3) The Apples of Idun. (4) Thor Goes Fishing. (5) How Thor Fought the Giant Hhrungner.

Odin's Search for Wisdom. In the old Norse days the giants were both older and wiser than the gods. After a time the gods became wiser than the giants, or they would have ceased to be gods. Odin in his thirst for wisdom came to a deep well whose keeper was Mimer, or Memory. For a draft of this clear water Odin paid the price, and gave one of his eyes. Even the gods could not be wise without struggle and sacrifice.

Odin became wise, but ever yearned for greater wisdom. At last he journeys in disguise to Vaftthrudner, the wisest of the giants. On pain of death if he should fail, Odin answers all the questions the giant propounds. Then drawing from the giant all the secrets of the future, he finally vanquishes him with a question the answer to which none but Odin himself could know. "I have brought my doom upon myself," said the giant, "for in my ignorance, I have contended with wisdom itself." (164)

(e) Using the Library. Consult the public library for a good adventure in aviation by a venturesome aviator. Tell it orally in your own words. After some record flight, you may find a good account in the newspapers. See also Lewis's Trail of the Hawk.

(f) Vocational Guidance.

1. Special Exercise in

Try one or both of the following. English for Manual Training Students. Let a subject connected with the practical work of the manual training department,' for instance, The Use of the Engine Lathe, be assigned a day or two beforehand. Let a group of students, one of them selected as spokesman, study

1 For an excellent discussion of this sort of English work, see in the English Journal, September, 1913, an article by Miss May McKitrick, East Technical High School, Cleveland, Ohio.

the lathe so as to explain its use, its construction, how it works, precautions to be taken, what to do in case of accident to the machine, etc. Let working drawings be put on the blackboard, unless enough blue prints have been provided for distribution among the class.

The spokesman considers himself as foreman of the shop, and some three or four students from the manual training department as new workmen, who have never seen the lathe. His problem is so to present the subject as to give them a working knowledge of it.

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If he can illustrate his points by the actual use of the lathe, so much the better. The class is divided into sections, to watch for unity, one for clearness, another for mechanical accuracy, and still another for paragraph structure.

2. Salesmanship. One of the students who inclines to salesmanship may select some manual training student of ability to represent the possible buyer, and after rehearsing the scene, go through the steps of a successful presentation of the lathe, and sell it.

(g) Oral Work, Impromptu. — Speak without previous preparation on one of the following subjects.

1. Discuss orally your favorite cartoonist, and describe one of his cartoons. Two minutes.

2. State orally how high school manuscript should be prepared. Two or three minutes.

3. Give orally a favorite recipe for making candy.

4. Give orally some reasons why you think that pupils in high school should speak and write good English. Two minutes.

5. Tell orally how you would direct a stranger standing at the railroad station to find the room you now recite in, at the high school. Two minutes.

6. Give a three-minute talk, using this as your topic sentence: I think that a proper courtesy on the part of the employees of a store is one of its strongest advertising features.

(h) Dictating a Letter.

Try one of these exercises in dictation.

1. Let the student be handed a business letter dealing with but one point. After glancing at its contents let him dictate the reply thereto, one of the class writing on the blackboard the letter thus dictated. Before the class criticizes this letter, the student dictating it is to have one minute to look it over, and make any changes in matter, punctuation, spelling, etc., that he may desire.

2. Dictate a reply to an advertisement for "Help Wanted." The advertisement which is to be answered is to be written

neatly on the board. As the student dictates his reply,

another member of the class will write it on the blackboard.

3. Dictate a letter, using this as your topic sentence: I herewith return at your expense the article you sent me.

-Make a short oral report on one of the follow

1. Look up your facts and report orally on the relative advantages of the Parcel Post or of some Express Company, in sending a package of twenty pounds from your city to a point (a) fifty miles, (b) three hundred miles, and (c) one thousand miles distant.

2. Read up on the topic and report orally on How and where a Ten Cent Store buys its goods.

3. Ascertain your facts and report orally on How some high school pupils use their spare time to advantage.

(j) Outline Material. Collect the material presented in this chapter, outline it, and be prepared to recite from this outline.

EXERCISES BASED ON PICTURES

St. Louis of France in Palestine. - Study the picture, put your own interpretation upon it, and tell some story of chivalric times which will be worthy of this scene.

This picture by A. Cabanel is in the Pantheon at Paris. The artist has embodied the spirit of chivalry in the bearing of this true knight. He looks a king. The days of chivalry

have gone, but the spirit of chivalry is a heritage left us from those days, and it will never die.

High Chivalry in a Humble Soul.. Tell some deed of devotion in which some plain everyday man or woman does some really chivalric thing. Do not be in too great haste to write. Think interest and beauty into your tale, and tell it.

Important Cautions. It will be well for the editorial committee, after careful consultation with the English instructor, to note the following suggestions, relating to spelling.

XX. Request from one of the large business houses of your city or community a list of commonly misspelled words,1 either

1 Suggested by the Department of Public Instruction, State of New Jersey, in The Teaching of High School English, 1914.

from their own office experiences, or from the letters of corre spondents. Such words are to be added to the working vocabulary of the class, and should be listed in the English notebooks. XXI. Call attention to the following items, and lay careful stress on drill on such words as are referred to.

1. Doubling final consonants before a suffix beginning with a vowel, in words ending in a consonant preceded by a single vowel, if the word is a monosyllable or is accented on the last syllable.

2. Dropping unaccented e in such cases.

3. Plural of nouns ending in y preceded by a consonant. 4. Third singular indicative of words ending in y preceded by a consonant.

Crossing the Line. — Tell the story of an exciting race, or describe the one here shown.

1 From Requirements in Form, Illinois Association of Teachers of English.