The essays in this volume are those in which my pupils have expressed an enthusiastic interest, or which, after careful reading, I have selected for future use. I have found in them few pages so hard as to require over much study, or a too frequent use of the dictionary. John Burroughs, more than almost any other writer of the time, has a prevailing taste for simple words and simple constructions. "He that runs may read" him. I have found many children under eleven years of age who could read a whole page without hesitating. If I discover some words which I foresee will cause difficulty, I place such on the blackboard and rapidly pronounce and explain them before the reading. Generally, however, I find the text the best interpreter of its words. What follows explains what goes before, if the child is led to read on to the end of the sentence. It is a mistake to allow children to be frightened away from choice reading by an occasional hard word. There is no better time than his reading lesson in which to teach a child that the hard things of life are to be grappled with and overcome. A mistake also, I think, is that toilsome process of explanation which I sometimes find teachers following, under the impression that it will be "parrot work" (as the stock phrase of the "institutes" has it) for the pupils to read anything which they do not clearly and fully comprehend. Teachers' definitions, in such cases, I have often noticed, are no better than dictionary definitions, and surely everybody knows that few more fruitless things than dictionary definitions are ever crammed into the memory of a child. Better far give free play to the native intelligence of the child, and trust it to apprehend, though it may not yet comprehend nor be able to express its apprehension in definition. On this subject I am glad to quote so high an authority as Sir Walter Scott: "Indeed I rather suspect that children derive impulses of a powerful and important kind from reading things which they do not comprehend, and therefore that to write down to children's understanding is a mistake. Set them on the scent and let them puzzle it out." From time to time I have allowed my pupils to give me written reports from memory of these essays, and have often found these little compositions sparkling with pleasing information, or full of that childlike fun which is characteristic of the author. I have marked the errors in these exercises, and have given them back to the children to rewrite. Sometimes the second papers show careful correction-and sometimes the mistakes are partially neglected. Very often the child wishes to improve on the first composition, and so adds new blunders as well as creates new interest.