The points of the stories included in the David cycle are: skill and courage triumphant over brute strength, unselfish friendship, loyalty, a leader's generosity toward his followers, and parental love. The arrangement of the words in the lament of David for his son deserves to be specially noted. It corresponds to and vividly describes the rhythmic movements of the emotions excited by great sorrow. From the life of Solomon we select only the judgment, related in I Kings, iii. We may compare with it a similar story, showing, however, interesting variations, in the Jataka tales. With this our selections from the Old Testament narrative come to an end. The ideal types are exhausted, and the figures which now appear upon the scene stand before us in the dry light of history. From the New Testament we select for the primary course the story of the Good Samaritan, as illustrative of true charity. Selected passages from the Sermon on the Mount may also be explained and committed to memory. The Beatitudes, however, and the parables lie outside our present limits, presupposing as they do a depth of spiritual experience which is lacking in children. NOTE.--It should be remembered that the above selections have been made with a view to their being included in a course of unsectarian moral instruction. Such a course must not express the religious tenets of any sect or denomination. Much that has here been omitted, however, can be taught in the Sunday schools, the existence of which alongside of the daily schools is, as I have said, presupposed in these lectures. I have simply tried to cull the moral meaning of the stories, leaving, as I believe, the way open for divergent religious interpretations of the same stories. But I realize that the religious teacher may claim the Bible wholly for his own, and may not be willing to share even a part of its treasure with the moral teacher. If this be so, then these selections from the Bible, for the present, at all events, will have to be omitted. They can, nevertheless, be used by judicious parents, and some if not all of the suggestions they contain may prove acceptable to teachers of Sunday schools. FOOTNOTES: [11] In his Introduction to Homer. [12] I have taken the liberty of altering the language here and there, for reasons that will be obvious in each case. X THE ODYSSEY AND THE ILIAD. As we leave the field of biblical literature and turn to the classic epic of Greece, a new scene spreads out before us, new forms and faces crowd around us, we breathe a different atmosphere.