What subjects are suited for written work is a matter which must be decided by each teacher according to the dispositions, the knowledge, the aptitude shown by the scholars in a particular class. It will inevitably be influenced largely by examination-papers; and in the face of the lists of subjects provided by these it is idle to offer any particular suggestions. In general the test of a subject, so far as real benefit is concerned, is whether it is one upon which the student may fairly be expected to be able to feel and to reason in terms of his own experience. A subject is suited to his needs so long, and so long only, as he is able to consider it as a matter which might concern him personally. He may think crudely and he must of course think inadequately; but he should at least think sincerely and without regard to what somebody else has thought before him. He should be original in the sense that he is putting down his own impressions, is writing thoughts which have not been gathered from books, but have been come at by considering the play in the light of whatever knowledge he personally has of life and human nature. Much may depend, it is worth remarking, upon the way a subject for theme-work is given out. Phrases count greatly in all human affairs, but especially in the development of children. Adults are supposed to understand words so readily as to be free from the danger of receiving wrong impressions from phraseology which is unfamiliar; but whether this be true or not, certain it is that the young are often bewildered by words and queerly affected by turns of language. The same theme-subject may be hopelessly incomprehensible or at least unhappily remote when stated in one way, while in another wording it is entirely possible. The first essential is to make clear beyond all possibility of doubt what is required, and this is to be accomplished only by using language which the student understands. The teacher must here as in all instruction keep constantly in mind that language that is clear and familiar to him may be nothing less than cryptic to the class. I remember a lad in a country school who was hopelessly bewildered when confronted with the subject given out by his teacher: "What Character in this Book Appeals to You Most, and on what Grounds?" yet who wrote easily enough a very respectable theme when I said: "She only wants you to pick out the person in the book you like best, and tell why you like him." "Oh, is that all?" he said at first incredulously. "But that isn't saying anything about grounds." The incident, absurd as it is, is really typical.