Now, what follows must be taken as suggestive, and not as a pat formula: You can enrich your central bit of literature by other literature in one of two ways--by reinforcing the impression derived from the main story, or counteracting it And every long story or cycle of stories, particularly the heroic cycles, has its characteristic atmosphere that needs both to be reinforced and to be counteracted. It is true, too, that practically all the stories we use for the elementary children are translations or derived versions of some sort, and do not therefore exhibit the smaller beauties of literary form. It is therefore well to join with them poems or other bits of literature which emphasize the matter of inevitableness of form. By way of enlarging and varying the atmosphere of the _Odyssey_, we should not add other Greek things, because we are not trying to teach our class about Greek civilization, nor to initiate them into the Greek spirit, still less to give them instruction in Greek legend and mythology. We should rather read them ballads and lyrics which harmonize with the human spirit of the _Odyssey_, or which supply something which the _Odyssey_ fails to give. For example, since there is so much of the sea in the story, it would be a good moment to teach the children some of the fine things in English verse about the water. They will certainly notice the characteristic Greek dread and terror of the sea--"the unvintaged, unpastured, homeless brine." It would be well to balance this in their minds by some of those verses which reflect the English mastery of the sea and the romance of modern sea-going--some of Kipling's sea-ballads, for example, or such simple things as Barry Cornwall's "The sea, the sea, the open sea." We should not fail to build upon another dominant note in the _Odyssey_ much that we should like the children to have--the note of home and home-coming, the hearth-stone, and the sheltering roof. Of the exciting adventure and the joy of physical contest they will get enough from the stories themselves. It is not necessary to say again that the judgments given here as to the actual practical choice, are always to be taken as suggestions, not as hard and fast directions. Every teacher may have, and should have, his own idea, both as to how his central bit of literature should be supplemented, and as to whether or not it needs supplementing. Later I shall give the titles of certain of these minor things--still by way of suggestion; ballads and lyrics that have been found to harmonize with the _Odyssey_ either as enforcement or addition.