be over dramatic and stiu less that it should be what is known as but it does mean that it shall be agreeable intelligent and sympathetic the teacher must both understand and feel the work and must be trained to convey both comprehension and emotion through the voice the pupils will from a first reading get chiefly the plot but they may also be unconsciously prepared for the more important knowledge of character which is naturally the next step in the process of studying the drama as preparation for the first reading of little is needed in the way of general e the discussion of the supernatural element of the responsibility of the characters and of the central thought of the play may safely be left for later study young people will respond to tb direct story and it is not unwise to let the plot produce its full effect as simple narrative it is well to state beforehand how it comes that the does not necessarily go by immediate descent and so to make it evident how secured the throne it may be well also to comment briefly on the state of society in which crime was more possible than now beyond this the play may he left to tell its own tale in this first reading the teacher will do well to indicate such points of stage setting as are not talks on teaching literature and such stage as is to tlie understanding of the scene it is as well however not to give too much stress to this to follow the play of emotions is with children instinctive and this they will do without dwelling on the details of the scene too closely in a material sense at least a very little aid will be sufficient at this stage in a subsequent reading these matters may be more fully brought out although i am that even then it is easy to the upon to what may be done and should not be omitted is the in passing of comments so brief that they do not interrupt yet which throw light upon which might otherwise be likely to pass unnoticed nothing should be touched upon in this way which is so complicated as to require more than a word or two to make it plain what i mean is illustrated by these examples i calls � i the voice in reading the idea that the speak to familiar spirits in the air but it is well to state that fact what can the devil � hi thinks instantly of the word of the and of etc � hi in these lines and in it is of so much importance that the distinction between the the study of and the direct speech be appreciated that it may be well to call to the changes a word i pray yon � iii draws the others aside probably to tell them of the by the of the news they have brought and this gives a moment by himself to think of the strangeness of it think upon what chanced � iii this ia said of course to we will establish our estate upon oar eldest son iv here the conditions of succession already spoken of may be alluded to and the fact noted that if bad entertained any hopes of succeeding these were now and when goes � v the sinister suggestion of this may well be by calling attention to it bj your leave hostess � vi with these words who taken the hand of lady turns to lead her in vi once the play been read as a whole the way has been for more careful attention to details for each the parts should be assigned beforehand for reading three or four pupils being assigned to each part so that in a long scene opportunity is given for bringing a number talks on teaching literature of the to feet it is well to prepare for this second reading by selecting the cent motive of the play and having the cl ass dis it in the case of it is easy to select am as the main d in some plays a single passion or emotion is not so easily detached but it is generally needful to remember that if children are to be impressed and are to see things clearly they must be dealt with simply so that even at the expense of for the time being some of the it is well to keep to the principle of one and holding to it with until the work is tolerably familiar the children should be made to say � not to write for of ideas is of the greatest importance here � what they understand how far they have noticed it in others and perhaps how far felt it themselves a wise teacher should have little difficulty in making such a talk personal enough to enforce the idea without letting it become too intimate it can be brought out that the test of ambition is the extent of the sacrifices one is willing to make to gratify it the ambition already spoken of to in class to be at the head of the school nine or team i to be with friends and so on for the common ambitious of life may seem trifling but it belongs to the language of the child s life here and there the teacher finds pupils who might seize the would have a except oil feet tee study of conception of ambition without starting so near the but most need it i am unable to see how any can be hurt by it it is much more difficult to get a conception vividly into the minds of twenty pupils together than it ia to impress the same thing upon a hundred separately and i should never feel that i could afford to neglect the means which might be serviceable the talk moreover does 