The first object of the work in reading must always be to have the pupil understand the thought expressed on the printed page. However thorough has been his training in the grades, the average pupil on entering high school needs to be taught how to read. Generally he gets but a hazy, general idea from reading a paragraph, either because he fails to grasp the meaning of each sentence, or because he does not combine the sentence-thoughts in their relation to the topic. The aim of the reading must be to enable the pupil to understand each idea as it is presented, to combine these ideas to get the thought of the sentence, and to follow the chain of thought from sentence to sentence until he grasps the meaning of the paragraph, essay, story, or poem, as a whole. As rapidly as the maturity of the pupil permits, other elements that aid in the better understanding of a piece of literature may be considered in connection with the reading. The study of the structure, the form, the author’s purpose, his style, the revelation of the author’s personality, the relation of the piece of literature to the age in which it was written, and a comparison with other pieces of the same type, all give a clearer understanding of literature. The other purpose of the reading is to stimulate the pupils’ interest in good literature, and to lead them to read what is worth while, on their own initiative. If interest is aroused by the reading and study in class, of one work of an author, it is easy to create a desire to read other works by the same author, outside of the class room. By suggestions and advice the teacher can do much toward directing the pupils in their outside reading. To lead pupils to read, understand, and appreciate the best of English literature is certainly an aim that is worth striving to accomplish. To enable the pupil to give clear and effective expression to his own thoughts, is the end and aim of the other important part of the English work—composition. That composition is the expression of his own thoughts is the first principle that must constantly be impressed upon the pupils’ minds. The misconception that the only ideas worth expressing in writing themes are those derived from books, must be corrected at once. While reproductions and paraphrases of the expressed thoughts of others may sometimes be used as exercises, the fact must be made clear to the pupils that these are not original compositions, in as much as they are not the expression of their own ideas.