nted with the great
masterpieces that have been the comfort and inspiration of such
countless thousands of people. Men and women of judgment never criticize
the selections in _Journeys_ on the ground that they are too simple or
are childish. Good literature never dies, never loses its interest. It
lives in a day-by-day intimacy with every one of its acquaintances, and
the love for it increases year by year for everyone who will listen to
its teachings.

Doubtless some high school students will be glad to have pointed out to
them more in detail the things which are especially applicable to their
work in school and which will help them in the mastery of the subject so
that their school work will be made easier and they may raise their rank
in the eyes of their teachers and companions.

A

Nearly all of the studies in the other volumes and all of them in this
volume are of value to high school students. If they are not difficult
enough to cause work they at least suggest ways of reading that will be
valuable. In the ten volumes the studies are scattered so that young
children may not see too much of the machinery of instruction as they
read. On the other hand the high school student wants the material
systematically arranged and easy of access.

Accordingly the following arrangement of the studies in this and the
other volumes of _Journeys_ will be of assistance:

I. Studies in Character:
(1) _Cinderella_, Volume I, page 224.
(2) _The Hardy Tin Soldier_, X, 158.
(3) _Rab and His Friends_, X, 177.

II. Studies in plot:
(1) _The Snow Queen_, Volume II, page 124.
(2) _The Gold Bug_, IX, 232.
(3) _Cinderella_, X, 150.

III. Studies in description:
(1) _The King of the Golden River_, Volume II, page 405.
(2) _The Reaper's Dream_, VII, 345.
(3) _The Recovery of the Hispaniola_, VII, 352.

IV. Method of analysis:
(1) _The Gettysburg Address_, Volume IX, page 321.
(2) _Braddock's Defeat_, X, 227.

V. General studies involving several or all of the main points:
(1) _Incident of the French Camp_, Volume IV, page 174.
(2) _The Tempest_, VIII, 468. (Extensive
studies following the drama.)
(3) _The Passing of Arthur_, X, 214.

VI. Studies in rhyme, meter and melody:
(1) _The Country Squire_, Volume VI, page 474.
(2) _To My Infant Son_, VI, 478.
(3) _The Daffodils_, VII