_Class II._ (Boys ten hours, girls eight hours, weekly.) Twenty or thirty of the most interesting and valuable selections (prose and poetry) contained in the reader are made the objects of special and thorough treatment. Comments, questions, elucidating explanations, and conversations are means employed in securing a vivid appreciation of the contents and in developing ability in their easy rehearsal. The other pieces are treated in a more cursory manner, only the larger views and the more general understanding of them being attempted. Special attention is given to having all readings slow with loud, plain, and correct articulation and proper accentuation. Habitual mistakes are carefully eliminated. Story telling is also a feature of the year's work. _Written exercises_, made up of sentences and short parts of readings, conversations, or stories are given frequently and for short periods. Here the names of letters and spelling are attended to with great care. _Class III._ (Boys eight hours, girls seven hours, weekly.) Twenty or thirty paragraphs from the reader are given special attention--the remainder cursory. The plan of work is about the same as for Class II. Considerable attention is given to the rehearsing of the reading lesson by the pupils. Some reproductions are to be quite detailed and exact though they are not to be given in the exact words of the text. Still other selections receive more general treatment. A few of the most pleasing poems should be memorized. Greater readiness in slow and even reading with loud and clear expression and proper natural accentuation should be sought. _Written exercises._ Selections from the language work giving special and rather extended attention to spelling, punctuation, and grammatical constructions and forms. The teacher sets examples of correct punctuation, etc. _Second Division_ _Class IV._ (Five hours weekly.) A select number (20-30) of pieces from the reader treated as in the former classes, though more exhaustively; and, in addition, quite a wide range of selections chosen for more cursory reading. A considerable amount of information regarding the topics treated and explanations of literary expressions should form important parts of the instruction in this class. Here, as in both preceding and succeeding classes, it should be the aim to have the children make their meanings plain when conversing upon the selections read, at least to the degree of their ability and development. Parts of former conversations on various topics should also be recalled and woven into their discussions. _Written exercises._ These shall include features previously studied, and introduce more detailed and finer discriminations in grammatical usages and forms.