Of course I do not contend that children are not advancing unless they know it. Early training in literature may often be of the highest value without definite consciousness on the part of the child. Self-analysis is no more to be expected here than anywhere else in the early stages of training. The child does not in the least comprehend, for instance, that the ditties of Mother Goose, meaningless jingles as they are, are educating his sense of rhythm; he does not understand that his imaginative powers are being nourished by the fairy-tale, the normal mental food for a certain stage of the development of the individual as it is the natural and inevitable product of a corresponding stage in the development of the race. So long as a child has genuine interest in a poem or a tale he is getting something from it, but he does not concern himself to consider anything beyond present enjoyment. In the earlier stages at least, and for that matter at any stage, the thing to be secured is interest; and instruction in the lower school grades should be confined to what is actually needed to make children enjoy a given piece. Anything beyond this may wisely be deferred. In many of the lower grades it is now the fashion to have children act out poems. The method is spoken of with satisfaction by teachers who have tried it. I know nothing of it by experience, but should suppose it might be good if not carried too far. Children are naturally histrionic, and advantage may be taken of this fact to stimulate their imagination and to quicken their responsiveness to literature, if seriousness and sincerity are not forgotten. In this early work it does not seem to me that much can wisely be done in the study of metrical effects. Indeed, I have serious doubts whether much in the way of the examination of the technique of poetry properly has place anywhere in preparatory schools. The child, however, should be trained gradually to notice metrical effects, by having attention called to passages which are especially musical or impressive. By beginning with ringing and strongly marked verse and leading on to effects more delicate the teacher may do much in this line.