The elements and qualities of prose style illustrated in the essays should also be considered. Balance, parallelism, antithesis, hyperbole, climax, terse and epigrammatic expression, methods of transition and connection, and similar elements of Macaulay’s style are sufficiently obvious to be readily recognized by the high school pupil after his attention has once been called to them. The rhetorical qualities of Burke’s or Webster’s style are also evident enough to make possible the study of them by high school pupils. 6. Library Reading The library reading for the fourth year can be arranged to supplement the work done in class. Several standard novels, two or three plays of Shakespeare, considerable lyric poetry, and a number of essays may be assigned from time to time so that the library and class room reading will run parallel. Reference by teacher and pupils to these pieces of literature by way of comparison with those under consideration, will lead to a close correlation of these two phases of the reading. 7. Composition The fourth year is in some respects the most important for the work in composition. The ability to write good English fluently, acquired by most of the pupils from several years of constant practice; the maturity of the pupils; their larger stock of knowledge and wider experience; and the possibility of making practical application of their ability to write in preparing orations and debates, reporting for local newspapers, or editing the school publications; all tend to make composition a more attractive and significant subject in the fourth year than it seems to be at any other period of the course. The emphasis will naturally be shifted from the mechanical details of expression which necessarily occupy the greater portion of the time in the earlier years of the course, to the larger and more interesting problems of expression. The study of the principles of exposition and argumentation, and of the development of the theme, as they appear in the plan and outline of the essay, take on new significance when their application to the writing of a debate or a commencement oration is made clear. The pupil discovers that the periodic sentence, parallel construction, climax, and other rhetorical devices, are effective means that he may use to accomplish his ends. For those with literary inclinations the study of plot, characterization, and poetic form and expression furnishes new inspiration for their own work. The teacher who fails to take advantage of this new interest in writing for practical purposes, by correlating it closely with all the English work of the fourth year, is losing the best opportunity of the course to teach the art of effective expression.