me of each recitation in teaching her pupils to read problems till
they thoroughly understand them before beginning to work out the
formulas. It follows then that every child who masters the art of close
reading will be helped in a great measure in all his work in
mathematics. The value of _Journeys_ in this connection is that it makes
that method of study clear and leads a child to its mastery almost
without the recognition of what he is doing. It will teach him to think
before he acts and to acquire the habit of looking for the full meaning
of everything he reads.

In this and the two following chapters will be given studies of the most
important subjects studied in the grades, showing the correlation of the
_Journeys_ material. These subjects will be treated in the following
order: Reading, Language, Nature Study, Geography and History.

A. Reading

As for the other studies with which _Journeys_ is correlated, we shall
take them up one by one and at greater length. First in importance is
reading. This is always first in importance in school, for every other
study depends upon it. In fact the prime motive of _Journeys_ is to
teach reading, and it will teach reading in the school and in the home.
The child who has read what these books have to offer in the way that
these books teach will have a power that cannot be taken from him, and
his position in class and elsewhere will be raised immediately. Besides
the fund of information he will have acquired he will have made for
himself a habit that will always benefit him. Every study in the books
from the first page to the last is a help in reading, and all the
lessons of this volume are directed to reading. But there are three or
more long chapters in this volume which take up the different methods of
reading and apply them to selections on all conceivable subjects dealt
with in _Journeys_. To these chapters on reading the teacher and the
parent who wants to be informed are directed. The treatment is simple
and not above the effort of anyone, and the method will appeal to all
high school students of literature, for it is the method of the best
teachers of that subject.

B. LANGUAGE

There are two distinct phases of the teaching of language: pupils must
be taught to speak and to write with ease, fluency and correctness.
There are very few children who do not like to talk. It is as natural to
them as to breathe. But as soon as they begin to speak we begin to
correc