ll the whole story; at other times, call upon other children, or
continue the story yourself.

6. If the story is a difficult one, do not ask for its reproduction
until it is thoroughly understood. Make its meaning clear by skilful
questioning, which with the answers makes an extremely valuable
conversation lesson.

7. Encourage the use of beautiful expressions, of fine figures of
speech. Do it by using such expressions yourself and by pointing them
out in the story or poem you are using.

8. Beware of spoiling a beautiful poem or an elegant prose selection by
poor reproduction. After the story has been related and the meaning made
clear have the original read several times exactly as it is written and
encourage the children to commit it to memory.

There are in _Journeys Through Bookland_ many selections suitable for
these oral lessons. For the little folks there are some of the _Nursery
Rhymes_, of Volume I, like the following:

_Little Boy Blue_, Page 33.
_Mary, Mary, Quite Contrary_, Page 30.
_Ladybird, Ladybird_, Page 12.
_Little Bo-Peep_, Page 9.
_Jack and Jill_, Page 27.
_Poor Robin_, Page 16.
_There Was a Jolly Miller_, Page 47.
_Twinkle, Twinkle, Little Star_, Page 44.

In the same class may be included those beautiful poems by Stevenson and
Field, poems that every child loves and will be delighted to talk about.
For instance, the following from the same volume:

_The Swing_, Page 67.
_Singing_, Page 83.
_The Rock-a-by Lady_, Page 94.
_My Bed is a Boat_, Page 126.
_Foreign Lands_, Page 130.
_Little Blue Pigeon_, Page 133.
_The Land of Counterpane_, Page 144.
_Norse Lullaby_, Page 246.
_Where Go the Boats?_ Page 256.
_Wynken, Blynken and Nod_, Page 262.
_Keepsake Mill_, Page 349.
_The Duel_, Page 384.

The last list, however, includes many of those poems which must not be
spoiled by childish re-telling. Use them for conversation subjects and
then for reading or recitation.

The fables will be found to provide excellent material, and there need
be no fear of ruining their effect as literature:

_The Lion and the Mouse_, Volume I, page 75.
_The Wolf and the Crane_, I, 96.
_The Lark and Her Young Ones_, I, 131.
_The Cat and the Chestnuts_, I, 142.
_The Sparrow and the Eagle_, Volume II, 8.

Certain of the fairy stories are excellent; so are anecdotes concerning
men of whom the children should know; historical tales, and stories
about plants,