6. _Elements of beauty._ Do you like the soft, even tones of the picture, the heavy touches of the pen in the main figures and the light touches in the background? Is the day bright or gloomy? Is the effect of light on the wall, balcony and doorway pleasing? From what direction does the light come? How does the artist indicate surfaces in shadow? Does the outline of the castle through the arch add interest and beauty to the picture? After the children have been taught to observe properly, you have in the pictures numberless interesting subjects for language exercises. A good, clear-cut description of a picture is worth reading, and to write one means thought and study. The exercise may be varied by asking the child to describe the picture before he has any knowledge of the subject and then asking him to call his imagination into play and write a story to fit the picture. Later you may read him the story the artist meant to illustrate. * * * * * Besides the color plates and halftones which are found in their proper places in the several volumes, the following pen and ink drawings are good examples of the kind of pictures that best repay study: Volume I, page 22. Volume I, page 30. Volume I, page 35. Volume I, page 67. Volume I, page 159. Volume I, page 203. Volume I, page 375. Volume I, page 391. Volume II, page 111. Volume II, page 228. Volume II, page 384. Volume III, page 141. Volume III, page 324. Volume IV, page 452. Volume V, page 97. Volume V, page 253. Volume VI, page 145. Volume VI, page 361. Volume VII, page 281. Volume VII, page 439. Volume VIII, page 160. Volume VIII, page 321. Volume IX, page 118. Volume IX, page 248. CHAPTER IV TELLING STORIES Before a child can read he develops a passion for stories, and nothing delights him more than an interesting tale from the loving lips of father or mother. In good kindergartens and primary schools, there are teachers who tell stories to the little ones and do it well, but parents will not wish to delegate it entirely to teachers, for story-telling is the best way of getting at the hearts of children and planting those germs which later grow into refined taste in reading as well as ripen into real character. On the other hand, the teachers may neglect to tell stories to their pupils or are not skilled either in selection or in manner of telling. Parents who are interested in the welfare of their small boys and girls will wish to know what is being done and how it is accomplished, but may have little idea of the material it is wise to use or where to find good subjects for their tales.