Some attention should generally be given to reading aloud intelligently. A part of each recitation may be devoted to giving the pupils practice in distinct, accurate pronunciation, and in reading with sufficient expression to interpret the meaning. The teacher can do much toward showing the pupils how to read by reading to them from time to time, and then having them read the same selection. The frequent practice of devoting a considerable part of the recitation period to reading aloud in class by the pupils without individual correction or helpful suggestion by the teacher is a waste of time. As few high school pupils, particularly in the first two years of their course, read sufficiently well to interpret a piece of literature for their classmates continued reading aloud in class by the pupils is an uninteresting exercise that is more likely to decrease than increase the pupils’ interest, pleasure, or appreciation. If the assignment has been read and studied carefully by the pupils in preparation for the recitation, the only purpose of having any portion of it read aloud in class must be to give the pupils practice in reading clearly, accurately, and intelligently. To be of value this practice must be systematic and must be regarded as an exercise in expression. Careful preparation by the pupils including practice in reading aloud at home, and helpful criticism by the teacher, are as essential for success in exercises in reading aloud as in other forms of expression. Since training in reading aloud is neither the primary nor the secondary aim of the study of literature, the time to be devoted to these exercises in the class room must necessarily be very limited. As the ability to read well depends in part upon the management of the voice, some attention may be given from time to time to the fundamental principles of vocal expression. Occasional instruction in class in correct breathing, the control of the voice, the position of the vocal organs in the formation of the different sounds, and the care of the voice, supplemented by exercises for individual practice, will aid materially in improving the character of the vocal expression not only in reading but also in recitation and conversation. 3. Choice of Reading