To carry out effectively the plan for the correlation of the reading and composition work, and to provide a well graded course of reading adapted to the maturity and ability of the pupils, the greatest care must be exercised in the selection of masterpieces of literature to be read and studied in class. Beginning with the simple prose narrative in the form of short stories, tales, and sketches in the first year, the work should proceed by regular gradations to more difficult types. For the first two years of the course, during which one-half of the time allotted to English is devoted to work in composition, the reading should be chosen with regard to the principles of composition and forms of discourse that are to be considered, so that a close correlation may be made between the two elements of the course. In the third year the study of the history of English literature will determine the order in which the authors are to be taken up, but the character and maturity of the pupils must be considered in the choice of authors and selections for reading and study in class. Again in the fourth year the same elements must determine the choice. It is impossible to prescribe certain books to be read in each year, since the character of the pupils in different schools and in different classes in the same school, makes necessary a selection of reading adapted to local conditions. Although in the number and variety of the books the list of college entrance requirements in English is now sufficiently large to meet the needs of the average school, it is not necessary to confine the selection of material for study in class to this list. On page 50 of this bulletin is given a list of the selections adapted for reading and study, together with suggestions as to the years in the course in which they can be read to the best advantage. In selecting editions of the masterpieces for reading in class, the purpose and methods of the reading should not be forgotten. If the pupil is to be taught to work out the meaning of unfamiliar words, figures, and allusions, it is undesirable to give him this information on every page in the form of foot-notes explanatory of many things that with a little effort he might find in reference books. Elaborate introductions in which the structure and style of the masterpiece are fully discussed are equally undesirable, since they tend to make unnecessary any original thought or analysis on the part of the pupils. The text of the masterpiece with a few notes explanatory of unusual difficulties is all that is necessary in order to carry on successfully the study of any selection. 4. Library Reading