In English there has been a great revolution recently. Aside from the interesting work in oral expression already mentioned teachers are beginning to realize that training in the power of expression and the cultivation of taste and appreciation must come from extensive reading of good books, rather than intensive reading of a few. Supplementary reading is no longer an "assignment" of a standard work of literature to be taken as a dose of medicine by the pupil with the comforting assurance of the teacher that it "will do him good." With the best English teachers supplementary reading is really an introduction to the best books in school library and public library, books to be read not for marks but for pleasure with the hope that it may mean a permanent interest in good reading, a wise use of the public library and the building up of home libraries. The supplementary reading list of today is a list of many different kinds of interesting books, old and new, which ought to appeal to the average high school boy or girl. There is ample opportunity for each to find something which he will really like and he may take his choice. The skillful English teacher no longer spoils this reading by requiring an examination as to plot, character development, climax, etc. Instead of this dreaded written report which was warranted to dull the interest in the most exciting novel as it haunted the reader all the way through the book the recitation is occasionally given up to an informal talk about the books the pupils have read and enjoyed--very much such a book symposium as we librarians delight in. The enthusiasm of a pupil in his report on a book will create an immediate demand for it. "I want that book you talked about in class, it must be a dandy one," the librarian hears one student say to another as they browse at noon among the books of fiction. In the more intensive study of the masterpieces of English literature the best English teachers make the study one of training in appreciation and not an "exercise in mental gymnastics" or a process of vivisection. They realize with Burroughs that "if you tear a thing all into bits you haven't the thing itself any more." They have the pupils read other works for comparison,--the Alcestis and Medea and compare them with some of Shakespeare's plays they have been studying. If reading Lycidas, then Theocritus, Shelley's Adonais, Arnold's Thyrsis are read and discussed. In studying Burke, orations by Lord Chatham and Mansfield are read and compared. Students find in this comparative work a great delight and in this work as well as in the debates which English teachers encourage some of them surprise us with their powers of discrimination and their deep thinking. All of this calls for the use of many kinds of books in school and public library.