e been prepared and
numbered for that purpose. One teacher who used this device surprised
her class by presenting those whose lists were correct with their
choice of any of the large-sized Perry pictures studied.

Many teachers, however, will prefer to use this time for composition
work, although the description of pictures is often given as an
English lesson. Pupils may write a description of their favorite
picture. In fact, the lessons can be made to correlate with history,
geography, English, spelling, reading, or nature study.

In any event the real purpose of the work is that the pupils shall
become so familiar with the pictures that they will recognize them as
old friends whenever and wherever they may see them.

It is hoped that acquaintance with the picture and the interest
awakened by its story will grow into a fuller appreciation and
understanding of the artist's work. Thus the children will have many
happy hours and will learn to love the good, the true, and the
beautiful in everything about them.

[Transcriber's Note:

* Text enclosed between equal signs was in bold face in the original
(=bold=).

* Some words have accents of different weights. The heavier accent is
marked double (''). (Example: bo'nur'')

* Pg 21 Pronunciation guide for (zhaeN fraeN' swae' m[=e]l[)e]'')
presents a Latin letter small capital "N", a voiced uvular nasal.

* Pg 37 Emile Renouf (r[~e] n[=oo]f'') and Pg 51 Louvre (l[=oo]'vr')
contains [=oo] representing a "long oo" sound not represented in any
charts.

* Pg 41 Changed "where" to "Where" in "How does he go? where?".]

End of Project Gutenberg's Stories Pictures Tell, by Flora Carpenter

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