It is well that most children are not likely to indulge to any great extent in introspection, for too much is injurious. However, it can do the young no harm for them to study the feelings of others, and now and then examine their own emotions. By so doing, they may learn that some reading, which is destructive to peace and productive of unpleasant or evil feelings, should be avoided. GENERAL PRINCIPLES AND REFLECTIONS The studies so far given are comprehensive, and are suited to all forms of fictitious narrative. Most of the illustrations have been drawn from the simpler tales in the earlier volumes, but the studies are equally applicable to the more difficult selections of the later volumes, and may be easily adapted by the parent to children of any age. The restrictions of space have compelled us to offer but one set of studies here, but there are many simpler and many more difficult ones scattered through the books where the juvenile readers will find them, and it is hoped become interested in them. In another place we have shown parents how these may be found easily and used consecutively if they wish so to use them. The studies here given serve to systematize the work and enable parents to see the logic of the plans. Children are not interested in the studies as such, nor in the plan, and, in fact, are liable to be repelled if the machinery of instruction is evident. Fortunately, children like to read many times the things they enjoy, and should always be encouraged to do so. But they are likely to read stories over and over again, for the plot only, and to become so fascinated by it as never to notice the more valuable and intrinsically more interesting things the narrative contains. Yet every person who reads or tells stories to young children has without doubt often noticed how insistent they are upon verbal accuracy. The story must be told the third time just as it was the first and second times. This means that they are sensitive to the thing as a perfect whole, and feel that any change mars the beauty of the story as a scratch mars the face of a favorite doll, or a broken seat spoils the toy buggy. There comes a time when, if you give a boy a mechanical toy, he is more interested in how it is made than in the running of it. He wants to "take to pieces" everything he has. Then he will enjoy analytical work on a story if he is led to it intelligently. Then the old stories come in for new readings, "to see how they are made," to find something in them that he never found before.