Very likely a hint of the explanation of the whole matter is to be found in this last fact. In the first place the work of the schoolroom, however gently administered, represents compulsion, and we have trained the rising generation to feel that compulsion is a thing to be abhorred. Perhaps nothing could ever make school-work the same as the life which is voluntary and spontaneous; but modern methods have generally not succeeded in minimizing this difficulty. In the second place, teachers are too often uncareful or unable to soften the differences between reading without responsibility of thoroughness and reading with the consciousness that class-room questionings may lie beyond. Almost any child has the power of treating a book or a poem as a friend when he reads for pleasure and of regarding the same book as an enemy when it becomes a lesson. The thing is normal and not unhealthy; but it is to be reckoned with and counteracted. Professor Bronson, in his brief discussion of the matter, goes on to remark that where the Jekyll and Hyde attitude of mind exists—which to some degree, I believe, would be in every pupil— The first task of the teacher is to make the pupil fully realize it and to urge upon him the necessity of discrimination in his voluntary reading. For this purpose ridicule of trashy books by name and praise of good books, with reasons why they are good, may well fill the part of a recitation period, now and then, even though the routine work suffer a little. For the same purpose, it is very desirable that more of the best modern literature be made a part of the English course, especially in the earlier years, when the pupil's taste is forming, for it is easier to bring such works into close relation with his voluntary reading. The teacher of English may also consider himself recreant if he does not give his class advice about the reading of magazines and instructions how to read the newspapers.