3. But the best use that can be made of these lessons lies in their provision for the superior readers of the class, who quickly exhaust the possibilities of the _regular reading lesson_ and who have both the ability and the desire to attempt advanced work. It may be well to restrict the use of this material entirely to this advanced group, excusing the members of the group from a large part of the routine lessons. Such a procedure will place an incentive before the indifferent reader to improve his work, that will materially raise the standard of reading through the entire class. =To the Pupil=: You have all seen a rock thrown into a quiet pond and noticed how the impact of the rock on the water sent out little waves of ever increasing size until they reached the margin of the pond. A good reading lesson ought to do something of the same sort; it ought to lead you on to read and think of many things, not only in the actual reading lesson itself but of persons and places and events connected with the lesson. A reading lesson which is read merely for the sake of reading something is of little value to pupils of your grade; it should build up in your thoughts pictures and memories which will be an inspiration and a delight to you as long as you live. Most of you have studied Wadsworth’s “Daffodils,” and will remember how the poet refers to that “inward eye which is the bliss of solitude.” A fine reading lesson should do just that; it should stock one’s mind with innumerable pictures upon which “that inward eye” can feast at will. EXERCISES 1. Note the three points of similarity in these addresses (1) both have as their subject Abraham Lincoln (2) both were delivered at Lincoln’s birthplace (3) both were delivered by Presidents of the United States. 2. Remembering that these addresses were prepared for listeners rather than for readers, have the best oral reader in your class read the addresses to you. Be sure to keep your booklets closed during the reading. 3. Which address do you like best? Read both through carefully and see if your opinion remains the same. Can you give reasons for your preference? 4. Notice the forceful contrasts in Roosevelt’s first paragraph. Fill the following blanks with appropriate words: (a) “He grew to know ................. but never .............” (b) “............... came to him, but never ............” (c) “............... was his, but not ............” (d) “His gaunt shoulders were ............. but his steel thews never ...............” (e) “Disaster ............. but never ......... him.” 5. In what ways does Roosevelt say Washington and Lincoln differed? In what ways were they alike? (Note that Wilson makes a similar contrast.) 6. Fill the following blanks: “There have been other men as .......... and other men ...........; but in all the history of mankind there are no other two ............. men as .............. as these, no other two men as ...............”