_Step 2._—Practise the children in consonant and vowel sounds, by giving them sentences in which difficulties in pronunciation occur. _m, en, n._ A stricken maiden musing on a mountain was given from heaven man in mortal form. _final t._ A just knight felt a weight on his heart, and yet a sweet quiet rest was present when he went to meet the light. _p, b._ A path of prickly brambles, bordered by pure pale poppies, breathed peace between the broken beams. _d._ Touched by the hand that appeared from the cloud under which nodded the dead leaves. (Notice final _d_ is sometimes pronounced like _t_.) _Step 3._—Read the passage chosen, from Tennyson’s ‘Sir Galahad,’ asking the girls afterwards to describe the mental pictures they have drawn. “A maiden knight—to me is given Such hope, I know not fear; I yearn to breathe the airs of heaven That often meet me here. I muse on joy that will not cease, Pure spaces clothed in living beams, Pure lilies of eternal peace, Whose odours haunt my dreams; And, stricken by an angel’s hand, This mortal armour that I wear, This weight and size, this heart and eyes Are touched, are turned to finest air. The clouds are broken in the sky, And through the mountain walls A rolling organ-harmony Swells up, and shakes and falls. Then move the trees, the copses nod, Wings flutter, voices hover clear: ‘O just and faithful knight of God! Ride on! the prize is near.’ So pass I hostel, hall and grange; By bridge and ford, by park and pale, All-armed I ride, whate’er betide, Until I find the Holy Grail.” _Step 4._—Show the girls a reproduction of Watts’ conception of the idea, asking them in what points the poet’s and artist’s ideas coincide. _Step 5._—Let the children read the passage. _Subject: Narration_ (Plutarch’s life of Alexander—part of the term’s work). Group: Language. Class II. Average age: 10. Time: 20 minutes. OBJECTS. 1. To improve the children’s power of narration by impressing on them Plutarch’s style (as translated by North), and making them narrate as much as possible in his words. 2. To rouse in the children admiration of Alexander’s love of simplicity, generosity, and kindness to his men. LESSON. _Step 1._—Connect with the last lesson by questioning the children. They read last time stories illustrating Alexander’s graciousness and tact. _Step 2._—Tell the children shortly the substance of what I am going to read to them, letting them find any places mentioned, in their maps. _Step 3._—Read to the children about three pages, dealing with the luxury of the Macedonians, Alexander’s march to Bactria, and the death of Darius. Read this slowly and distinctly, and _into_ the children as much as possible. _Step 4._—Ask the children in turn to narrate, each narrating a part of what was read. _Subject: From Plutarch’s ‘Greek Lives.’_ ALEXANDER THE GREAT. (_An Introductory Lesson._)