This brings up the question of the boy's reading of poetry and the books that he should own. As suggested in a former chapter, the one good collection is Palgrave's "Children's Treasury of English Song." There is no second one in this class; for all others seem to have some fatal defects of judgment, though they are usually printed in more attractive form. The publishers of this anthology need to issue a well printed, well illustrated, and well bound edition, and the book stores need to put it on their shelves, where it is now almost a total stranger. But the approach to such a collection should be gradual. It might start in the second grade with Kate Greenaway's edition of "Dame Wiggins of Lee and Her Seven Wonderful Cats; a Humorous Tale Written Principally by a Lady of Ninety," and Caldecott's "John Gilpin's Ride." This could be followed with Kate Greenaway's or Hope Dunlap's "Pied Piper of Hamelin." And all children must have Stevenson's "A Child's Garden of Verses" with illustrations by either Florence Edith Storer or Jessie Wilcox Smith. Eugene Field's "Poems of Childhood," illustrated by Maxfield Parrish, deserves a place, as does the dainty volume of Blake's "Songs of Innocence," illustrated by Geraldine Morris. If on reaching the upper grammar grades the boy has found pleasure in his "Children's Treasury of English Song," he might be urged to own complete editions of a few of the poets. The first volume should be the poems of Longfellow, not because of his greatness but because he is the best loved of our noted poets and the easiest one for the boy to read. The next volume should be one of Tennyson, where he will find things actually great. If he comes to prefer "The Passing of Arthur" to "Enoch Arden," he is developing taste and judgment and will later enjoy Milton and Wordsworth. There are two books of recent years, "The Jungle Book" and "The Second Jungle Book," that have intrinsic worth and charm and should be owned by every boy about his fifth school year. The superior tales are the Mowgli stories, and it is a pity they are not issued in a single volume. Where was there ever a more intense or dramatic story written than "Red Dog"? How does it happen that teachers seldom give these stories to children, but manage to waste plenty of good time on insipid, made-to-order stories designed to teach mercy to animals? These animal stories for a purpose are like most verse for an occasion--an offence against literary art. Let the boy learn of the charms and the tragedies of animal life in the jungle.