In teaching a young person to speak and write you are also teaching him to think, because words represent thoughts. The adult may be able to think connectedly in silence, but the child generally cannot. The child's world is, however, at the largest a little one, and it is necessary to enlarge it by various means, including stories and pictures, songs and books. The book gradually becomes more prominent as the art of reading is mastered. A child constantly encouraged to express himself freely, always giving out and seldom taking in, would develop a number of unpleasant qualities. Therefore reading is only second to writing in its importance. A generous supply of good books is the second fundamental necessity of sound English teaching. So far as I know, no school has ever reached the limit in this direction. There is an excellent society which bases its method of teaching mainly on copious reading and has been able to multiply seven-fold the usual reading programme of primary schools. But they seem to put the book a little too much into the foreground. It is citizens that we seek to educate. For them books should be the background of real life. We do not all possess those opulent libraries into which Ruskin would turn his princesses to browse at will; but I subscribe to his doctrine in principle. Mere quantity of reading is a great thing. The more children read, the better they will choose their books. Now these two things alone, authentic expression and copious reading, are capable of producing good English. Children taught well in these methods can, without any formal instruction in spelling or grammar, write correctly as well as pleasantly. Something more is needed for those who seek to become scholars in English, and still more if they aim at the study of language. For such as these the teaching may gradually and progressively develop a scientific character. In the earliest stages fluency was itself a chief aim, and the teacher was compelled to be very sparing of interruptions and corrections. She had to use discretion and to judge for herself what mistakes were dangerous. She might not interpose though twenty successive clauses were joined together by "and," because she knew that it is natural for language to begin with co-ordinates and that mere mental growth combined with practice in reading and writing will cure the fault. She corrected vulgarisms, like "he done it," not with any grammatical disquisition but dogmatically. Even where the children come from homes where the King's English is never spoken, systematic speech-training in the infants' school can correct and refine language before pen is put to paper. These infant years seem to be intended by Nature for the learning of language. Ears are sharp and memories retentive. But habits once formed at that age, whether good or bad, are very difficult to eradicate later on. Perhaps pronunciation is best taught through disguised phonetics in the singing lesson and elocution in the poetry