One of the most serious obstacles in the way of bringing young people to understand technical excellence and to appreciate literary value is the difficulty of having school-work done with proper deliberation. It is doubtful if any process in education can profitably be hurried; it is certain that nothing of worth can be done in the study of literature which is not conducted in a leisurely manner. The first care of an instructor in this delicate and difficult branch must be to insure a genial atmosphere: an atmosphere of tranquillity and of serenity. No matter how tall a heap of prescribed books may block the way to the end of the school year, each masterpiece that is dealt with should be treated with deference and an amount of time proportioned not to its number of pages but to the speed with which the class can assimilate its worth and beauty. If worst comes to worst, I would have a teacher say honestly to his pupils: "We have taken up almost all of the term by treating what we have studied as literature instead of huddling through it as a mechanical task. For the sake of examinations we are forced to crowd the other books in. The process is not fair to them or to you; so do not make the mistake of supposing that this is the proper way of treating real books." Children who have been properly trained will understand the situation and will appreciate the justice of the proposition. In this connection is of interest the remark of an undergraduate who said that he obtained his first impression of style and of the effectiveness of words from translating. "I suppose the truth is," he explained with intelligence, "that in English I never read slowly enough to get anything more than the story or what was said. When I was grubbing things out line by line and word by word I at last got an idea of what my teachers had meant when they talked about the effect of the choice of words." Many of us can look back to the days when we learned grammar from Latin rather than from English, although we had been over much the same thing in our own tongue. In the foreign language we had to go deliberately and we had to apply the principles we learned. Only when the student is treating literature so slowly and thoroughly that these conditions are reproduced does he come to any comprehension of style or indeed of the real value of literature. Readers of all ages naturally and normally read anything the first time for the intellectual content: for the story, for the information, for that meaning, in short, which is the appeal to the intellectual comprehension. The great majority are entirely satisfied to go no farther. They do not, indeed, perceive the reason for going farther; and they are too often left in ignorance of the fact that they have entirely missed the qualities which entitle what they have read to be considered literature in the higher sense.