When the boy's reading shifts toward the romance and the novel, he needs to guard against overreading, indiscriminate reading, and being bewildered by the multitude of books from which to choose. For a while he had better keep to such books as "The Prince and the Pauper" and "Treasure Island." If he is not at once interested in that plot based on the universal desire to change lots with some one else, or the universal longing to find a hidden treasure, he either has perverted tastes or is without any tastes at all. From these it is an easy step to the forest life of "The Last of the Mohicans" and the life of chivalry presented in "Ivanhoe." He will then surely like that charming story of romantic home life, "Lorna Doone." Some teacher may wonder if books other than stories and verse are not to be read. Of course they are, and they will be anyhow. Yet they are not books of power, fundamental to the growth of personality; they are books of knowledge of one kind or another. Just where the division line is to be drawn and which is the right class for this book and that, is hard to say, and matters little when it is determined; but the place of a few has been definitely fixed by experience, and they happen to be stories. That great literary field of comfort to men, the personal essay, is beyond the schoolboy. And so is much of biography and history. But there can be found for him to read many books, such as "Tales of a Grandfather," "A Child's History of England," Southey's "Life of Nelson," "Two Years Before the Mast," "The Oregon Trail," Franklin's "Autobiography," and some good abridgment of "Plutarch's Lives," that make an order of books different from "Robinson Crusoe," "Pilgrim's Progress," and "Arabian Nights' Entertainments"; yet they ought to be read after a few of the greater ones have been mastered. Many a boy may be greatly helped and inspired to honest effort by Samuel Smiles' "Self-Help," yet no one would think of classing it as great literature. This, together with books on travel and the wonders of science and invention will take care of themselves, and the average boy will pick up enough of them of his own accord. What he needs is a book that by its imaginative power lifts him above the commonplace facts of everyday life. If the foundation be laid in the enduring work of a few great books, what is built thereon will abundantly reward the early effort of mastering them.