"Boys or men become brave, and hardy, and true, not by being told to be so, but by being nurtured in a brave and hardy and true way, surrounded with objects likely to excite these feelings, exercised in a manner calculated to draw them out unconsciously. For all true feeling is unconscious in proportion to its perfection." Building up knowledge without cultivating the power to use it is of small value. Impression should go hand in hand with expression. Knowledge does not become power until you use it. Children should read a great deal and reading should be made attractive to them. The amount of real literature suited to their taste and comprehension is not large and as much as possible of it should be read. Matthew Arnold says that school reading should be copious, well chosen and systematic. There is often a great difference between the books which the child reads when under observation, and those to which he resorts for solace and comfort and turns over and over again when he is alone. The latter are the ones that stamp his character. The school and the public library can never take the place of the home library. It is the books that we own that influence us. The child should know the joy of the ownership of books and there is no better way to interest him in them, than by giving them to him one by one as he reads them. He should have a place where he may keep them in safety and should be taught to respect them and to keep them clean. His books should have all the charm that pretty and durable binding, clear type and bright pictures can give them. When trash is served up in so many alluring forms something must be done to make literature attractive. It is not enough that the child is reading what will do him no harm, his attention should be concentrated on the permanent classics which are suited to his comprehension and taste. He who does not read Aesop and Robinson Crusoe and the Wonder Book in youth will very likely never read them at all. There are a number of books like The Pilgrim's Progress, which are constantly referred to but seldom read. A great deal of the time and mental energy of children is wasted. The total freedom from books and from all other refining influences during vacations is as unnecessary as it is deplorable. An hour a day wisely employed and directed during the summer would give a boy or girl an acquaintance with Longfellow or Hawthorne, that would be a joy and inspiration in all after life. The study of the author's biography in connection with his works has an educational value which nothing else can replace. Consider the influence of a thorough acquaintance with Longfellow or Lowell. The atmosphere which surrounded them, the things that interested them, the sources of their inspiration, the way in which the common experiences of life grew beautiful under the influence of their poetic imagination would be a civilizing force throughout life. That chance is to but a small extent a factor of success, that nothing