As for the other studies with which _Journeys_ is correlated, we shall take them up one by one and at greater length. First in importance is reading. This is always first in importance in school, for every other study depends upon it. In fact the prime motive of _Journeys_ is to teach reading, and it will teach reading in the school and in the home. The child who has read what these books have to offer in the way that these books teach will have a power that cannot be taken from him, and his position in class and elsewhere will be raised immediately. Besides the fund of information he will have acquired he will have made for himself a habit that will always benefit him. Every study in the books from the first page to the last is a help in reading, and all the lessons of this volume are directed to reading. But there are three or more long chapters in this volume which take up the different methods of reading and apply them to selections on all conceivable subjects dealt with in _Journeys_. To these chapters on reading the teacher and the parent who wants to be informed are directed. The treatment is simple and not above the effort of anyone, and the method will appeal to all high school students of literature, for it is the method of the best teachers of that subject. B. LANGUAGE There are two distinct phases of the teaching of language: pupils must be taught to speak and to write with ease, fluency and correctness. There are very few children who do not like to talk. It is as natural to them as to breathe. But as soon as they begin to speak we begin to correct their speech. Much of our criticism is given publicly, at least before other children, some of whom are known to speak more fluently and correctly than those whose errors are being criticized. In consequence, the children begin to doubt themselves, to hesitate, and gradually to lose their desire to talk. In fact, so timid and reluctant do they become that by the time they have been in school a few years many teachers find their greatest difficulty in getting pupils to recite well or to talk naturally. Perhaps before and after school and at recess they will converse freely and delightfully, but as soon as their classes are called they become reticent and ill at ease. Not all of this lack of spirit is due to the teacher, but some of it is. In any event it is an unfortunate condition, and the teacher is anxious to remove it.