In outlining the work of the first year, it is assumed that English will be pursued for five periods a week throughout the year. Of this time one-half should be devoted to composition, and one-half to reading. These two phases of the first year English, as has already been indicated, should be closely correlated, and must, of course, be taught by the same teacher. By suggesting that one-half of the time be devoted to each phase of the subject, it is not intended, as has already been said, that the time should be formally divided. Instead of setting aside two or three periods a week for composition it is frequently more satisfactory to devote a portion of each period to a study of the principles of composition as exemplified in the reading or to a discussion of subjects for composition, and thus not to interrupt the continuity of the reading. In Wisconsin high schools the present course of study for one course, generally called the English course, presents one serious difficulty in connection with first year English; i. e., the arrangement by which grammar and composition for five periods a week and reading and composition for five periods a week are required of all pupils in this course. It is manifestly undesirable for any pupils in the first year to pursue two courses in English for ten periods a week throughout the year. This arrangement gives the pupils in this course seven and one-half periods of composition work during the second semester if the course in grammar and composition is divided so that grammar is required in the first semester and composition in the second. It also divides the composition work between two separate classes, part of the instruction in composition being given in the course in grammar and composition and part in the course in reading and composition. Since instruction in the principles of composition without practice is of little value especially for the immature pupils in the first year, and since from five to seven and a half periods is too much time to devote to composition when the amount of practice that is possible or even desirable is necessarily limited, the best solution of the problem seems to be to devote the time to additional reading and not to attempt to give more than two and a half periods, the amount assigned for other courses, to composition work. The question of teaching grammar is considered on page 32. 1. Composition