none. Let the slow boy learn and recite as many stanzas as he can and the boy of quick memory follow him up with the rest. It does not help the slow boy's memory to keep it down entirely or deprive it of its smaller activity because he cannot learn the whole. Some people will invariably give the slow child a very short poem. It is often better to divide a long poem among the children, letting each child learn a part. The sustained interest of a long poem is worth while. "The Merman," "The Battle of Ivry," "Horatius at the Bridge," "Krinken," "The Skeleton in Armour," "The Raven" and "Hervé Riel" may all profitably be learned that way. Nevertheless, the child enjoys most the poem that is just long enough, and there is much to be said in favour of the selection that is adapted, in length, to the average mind; for the child hesitates in the presence of quantity rather than in the presence of subtle thought. I make claim for this collection that it is made up of poems that the majority of children will learn of their own free will. There are people who believe that in the matter of learning poetry there is no "ought," but this is a false belief. There is a duty, even there; for every American citizen ought to know the great national songs that keep alive the spirit of patriotism. Children should build for their future—and get, while they are children, what only the fresh imagination of the child can assimilate.
They should store up an untold wealth of heroic sentiment; they should acquire the habit of carrying a literary quality in their conversation;
