This chapter has a number of delicate touches which should be brought to the notice of the class; such as the lump in the throat of Black Dog while he waited for the pirate in moral terror; his clever excuse for having the door left open apparently that he might be sure Jim was not listening, but in reality that he might have a way of escape in case of danger; the picture of the gallows in the tattooing. The characters of Billy Bones and Jim are added to in the chapter, and that of the doctor made more clear. The touch by which the boy is made to feel compassion for the pirate when Bones turns so ghastly at the sight of Black Dog is one which should not be missed. The story, too, begins to develop, and the youthful reader must be unusually insensitive if he does not speculate upon the past of Bones and upon the relation of the pirate with Black Dog. It is not necessary to go on with this sort of analysis, for the method I am detailing must be essentially that of most teachers. If the points mentioned seem to some over-minute, I can only say that since the aim is to teach children how to handle fiction, the task of training them to be intelligently careful in their reading is of the first importance. There is no risk of making them finical or too minutely observant. This is moreover the _study_ of a novel, and it should be more careful than reading is supposed to be. It is morally certain that any child will fall below the standard set, and it is therefore necessary to have the standard as high as it can be without tiring or confusing the children.