5. Paraphrasing. Short passages may be paraphrased, in order to show whether the pupil has understood the force and vitality of the metaphor or the condensed expression. But paraphrasing must be used with great discretion. The teacher will not make the pupils appreciate the beauty of a fine literary selection by converting refined gold into low grade ore. 6. Attempting to draw some moral from every lesson. Not all lessons are didactic. If the pupils have sympathized with what is noble and just in the story, the statement of a moral at the conclusion is unnecessary. Yet in poems that are plainly didactic, for example, _To a Waterfowl_, Fourth Reader, p. 377, the moral lesson must occupy the first place. There the teacher should show how the author has enforced the lesson of _confidence in God's guidance_ by the incident of the migrating waterfowl, the imagery, the music, the arrangement of parts, and the similarity of his own position to that of the bird. 7. Dwelling unnecessarily on the intellectual side of a poem that is mainly emotional and musical; for example, _The Bugle Song_, Third Reader, p. 337, and _The Solitary Reaper_, Fourth Reader, p. 261. In the former case, the pupils should be led to realize the visual imagery, should hear, in imagination, the bugle calls and fading echoes, and enjoy the rare and appropriate music. In the second case, the teacher should call attention to the artistic suggestions of loneliness, distance, antiquity, sadness, and vagueness that are suggested by "old, unhappy, far-off things, and battles long ago", and by such possible situations of English travellers in remote parts of the world, and should show that these elements are suitable for the circumstances under which the poet sees the girl. He who questions merely to find out the meaning of the poem, the relation to that of its subordinate parts, and the meaning of the words and phrases, is using a very heavy tool on a very delicate mechanism. Such works must be treated deftly and lightly. EXTENSIVE READING The class of literature that we have described in the preceding methods is condensed literature, where thought is large in proportion to the number of the words. It must be read by a process of close thinking, in an analytic, exhaustive manner. There must be a clear comprehension of the central ideas, and a strong grasp of minor thoughts or details, and the relation of these to the central ideas. While this power to grasp thought intensively is very valuable, we should also have the power to grasp the thought rapidly and comprehensively.