Every attempt of a child to express himself is a com-po-si-tion, - a putting together of ideas; and every classroom exercise that calls for self-expression, whatever its special purpose, is incidentally a language lesson. But the teacher can hardly stop in the midst of an arithmetic or a geography lesson to establish principles of speech and then fix them by the necessary drill. It is by special work that we must prepare the way for the incidental language work of the day and supplement it by extended drill; and it is for use in this special language work that these Lessons in English were written.

Since the first requisite of good speech is that it shall be sincere, - that it shall be the expression of a real interest, - we have aimed first of all to deepen existing interests of the children, and at the same time to awaken new ones. To attain-these ends we have made free use of the following means:

1. Stories, Poems, and Pictures. Through these we have aimed to satisfy the child's natural love of adventure, to stimulate his imagination, to suggest interesting discussions, to link more closely school and home life, to give deeper significance and dignity to labor, and to develop an appreciation of nature. Many old favorites, which are still new to each generation of children, are included among the literary selections. But there will be found also a considerable number of recent poems and stories.

2. Class Conversations concerning topics suggested by pictures and literature, home interests, the social and industrial life of the community, different subjects in the school course, especially nature study, and by the child's activities both at work and at play, and the aspects of nature peculiar to the locality and the season.

3. Study Exercises consisting of questions designed to stimulate personal investigation and thought, and to develop the social consciousness of the child.

But good speech, besides being sincere, must be correct, clear, natural, and easy. These qualities can be attained only through careful study and systematic drill. Perhaps the leading feature of this series of books is the number, the variety, and the definiteness of the exercises for study and drill. The following kinds are included:

1. Drills for the correction of common errors through such a training of the ear as will make the correct form " sound right."

2. Development lessons for the establishment of general principles, which can be referred to by the children themselves in case of doubt, and by the teacher throughout the language work of the day.

3. Composition Exercises, including class conversations, story telling, friendly letters, and simple records of personal observations, as well as exercises of a more formal nature involving the use of a simple outline.

4. Studies of good models, which serve not only as examples to the children, but as incentives to personal effort to improve their own speech.

5. Word studies for the enlargement of the speaking vocabulary and for the development of clearness and accuracy.

Throughout this entire series of language lessons emphasis is laid upon practice rather than theory.

General principles are stated in non-technical language, terms peculiar to grammar being avoided.

Though all sorts of interests are recognized in the composition exercises, special advantage is taken of the natural fondness of children for story telling and dramatization, and of their eagerness to hear and tell a favorite tale many times. Drill on form and expression does not destroy interest in the adventures of a favorite hero. Beginning with the fifth grade, children will enjoy an occasional storytelling hour in which they are permitted to entertain each other by re-telling stories that they have read and that may be new to their classmates. School libraries will frequently furnish the volumes from which the selections in this series have been made, as well as other story-books dear to the hearts of children. Public and private libraries also will often be accessible.

Many exercises are so simply worked out that they can be mastered unaided, thus developing in the children the power of self-help and minimizing the work of the teacher.

Book II of the series is intended for use in the fifth and sixth grades. In case the study of grammar is deferred to the eight year, the book may be used equally well in the sixth and seventh grades. It consists of two parts, each containing eight chapters. A chapter provides work for about a month.

So much literature is included as a basis for the English lessons that the book will serve the double purpose of supplementary reader and language book.

We wish to express our hearty thanks to Mr. E. A. Turner, Head of the Training Department in the Illinois State Normal University, and to the critic teachers in the same school. They have not only read parts of the manuscript and offered valuable suggestions, but they have cooperated with us in testing the exercises with classes of children.

In composition exercises relating to nature topics, free use has been made of suggestions contained in the Illinois Series of Nature Study and Agriculture Leaflets, prepared by Alice Jean Patterson, and published by John G. Coulter of Bloom-ington, Illinois. Special thanks are due to the author and to the publisher of these leaflets for permission to use this material.

We wish also to thank authors and publishers who have courteously permitted the use of copyrighted matter. Individual acknowledgments are made in the body of the book.