crew. Stop the news!-Stop the sunrise! The murmuring night trembled with the summons so earnestly expected, so dreaded, so desired. And as long ago the voice rang out at midnight along the Syrian shore wailing that great Pan was dead, but in the same moment the choiring angels whispered "Glory to God in the highest, for Christ is born!" so, if the stern alarm of that April night seemed to many a wistful and loyal heart to portend the passing glory of the British dominion and the tragical change of war, it whispered to them with prophetic inspiration-"Good will to men, America is born!" CHAPTER XVI SUGGESTIONS TO TEACHERS Any means of getting a student to read the printed page intentively is sound pedagogy. Hence the numerous problems presented in this book. The text frequently calls upon the student to read or study a passage, or to decide a question. There is a very definite task thus set before him which the teacher must insist shall be performed. All illustrative material must be read aloud. It is not of so much moment that the student's interpretation agree with mine or with the teacher's, as that he have an interpretation which he can defend. Lessons should be carefully assigned, and the class held rigidly responsible for the working out of the particular problem in all illustrations. Students should be given to understand that all illustrations are to be read aloud in preparation for class, even though they be not called upon to read them all aloud. Slipshod interpretation must not be for a moment tolerated. Every recitation helps to form habits, good or bad. Drill, constant drill on interesting material, is indispensable for the formation of the habits necessary to proper interpretation and vocal expression. Assignments must not be too long, especially in the earlier parts of new chapters, but the work must be done accurately. Most students do not regard reading seriously, as they do, for instance, their mathematics. The reading, composition, and literature lessons are nearly always studied after preparation has been made in those subjects to which students know they can be held to strict accountability. Let the teacher, therefore, once it is certain that the student understands a given principle, hold him as rigidly responsible for careful preparation as he is held in his other subjects. This is the only cure for slipshod reading. We frequently hear the excuse, "I had so much work to do in chemistry, or shop, or civics, that I hadn't time to prepare my reading or my literature." I suggest that when we once appreciate the value of sound training in reading, we may be able to reverse the student's excuse; for if there is one lesson more than another that cannot be skimped or hurried it is the reading. The results of the method are cumulative. Teachers must not permit their classes as they proceed from chapter to chapter to forget any principle that has gone before. It is not absolutely necessary that teacners take up the chapters seriatim, except in so far as one may be |