PREFACE, v

with pencil the words which require peculiar em-
phasis in the recital, and to ascertain, or “get
up,” before they repeat the lesson, the meaning
of such words, phrases, and allusions as may need
explanation. When he hears the lesson, he may
call upon any member of the class to repeat
the whole, or part of it, as may be convenient,
occasionally dropping hints on peculiarities of
pronunciation, and putting such questions as may
serve to elicit the author's meaning, and to illus-
trate the ingenuity and taste of the composition.
It is advisable, too, that references should be
made from one poem to another, where similar
expressions or thoughts occur, or where the same
subject is treated; and that the poems that have
been learned should be occasionally repeated and
referred to in conversation or reading. These
directions will appear unnecessarily minute only
to those who do not know, by experience in teach-
ing, the importance of attention to details.

Alterations have been made in the originals of
some of the poems, in order to adapt them to the
design of the work. This is frankly admitted
here, that no one may regard the authors as re-
sponsible for the “various readings” which will
be found occasionally introduced into their com-
positions.

Julu, 1889 a2