face; the dull black eyes under their precipice of brows, like dull anthracite furnaces, needing only to be blown; the mastiff-mouth, accurately closed:-I have not traced as much of silent Berserkirrage, that I remember of, in any other man." Lurid and powerful in its interpretive picturesqueness is this. But consider the means, the "new bottles"; if amorphous and Berserkir were extracted, or if for those Boanergian epithets some conventional succedanea were substituted, what of force would be lost, to say nothing of accuracy! A new face, known or unknown, appearing in an accustomed group of people will cast over them an interest, even something of a glamor; and so a new word among time-tired locutions will light them up into freshness and vigor.

It might seem that no man of this time would have the temerity to describe a sunrise or a sunset after those diurnal phenomena have been described by so many masters of so many ages. But, furnished with a vocabulary as varied and as exotic as his own literary realms, extending as they do from the hoary traditions of Buddhist Japan to the languorous novelty of Port-of-Spain, Lafcadio Hearn essays to paint every variety of solar gorgeousness or of twilight softness. At random I select two passages: "Out of the clouds one of the more remote had turned a marvellous tone, a seemingly diaphanous aureate color, the very ghost of gold"; and again: "Against an opalescent sea, clouds brilliantly white and flocculent like loose new cotton." This is literature, and here diaphanous, aureate, opalescent, and flocculent go far toward making the literature, though that phrase of simple words, ghost of gold, be the most haunting of all the description. I am not for making all students of English literati (God forbid!); but if the masters accomplish their great ends largely by selection from an extensive and eclectic vocabulary, how much more necessary is it that the unmasterful, if they are to have any expression at all, assemble unto themselves hosts of words!

To study Stevenson with a dictionary is to acquire a liberal education. Yet, if Stevenson had followed the practice of a certain Irish lord, who, according to Swift, made a habit of reading aloud to one of his chambermaids (always the most untutored one he could find) whatever he had written and then deleting any

The principal of one of our successful normal colleges means two things when he speaks of the socialization of the English work. He means the socializing of the content of the work in composition, grammar, and literature and the socializing of the procedure in the classroom. He means (1) the fitting of the subject-matter of the English work closely into the present-day thoughts and lives of the students the relating of the English work closely to the community life, and (2) the conduct of the recitation largely by the students themselves, with the teacher as guide the conduct of the recitation by a pupil as a member of an active social group.

It would be folly to substitute devices for a principle or paraphernalia for an attitude, but it may not be futile to glance at certain simple illustrations of social activities in classroom procedure. Of course these are given only as illustrations. Progressive schools of the country, north, west, east, and south, can offer other kinds of illustrations of classroom social activities.

As part of the student activity of the classroom, it is common for teachers to have a secretary's report of the preceding meeting read as the first number on the program at each meeting. The following report may give a partial idea of the range of student activity.

In the report, the purpose of the instructor to get the students roused to personal activity while he remains in the background as

one of the social group will probably be sufficiently clear without comment. Regarding the nature of the subject-matter the purpose will also perhaps be sufficiently clear-to rouse an interest in a play as a play, through the analyzing of propositions connected with the structure and stage presentation of the play.

SECRETARY'S REPORT

The forty-fourth meeting of the 4B English class was opened by the leader giving the voice drill. Following this, Secretary Rhodebeck read his report for the preceding meeting. There were no serious mistakes brought out when he asked the usual questions on completing his reading: "What errors in fact did you notice, Mr. Wardlaw? What criticisms have you on my reading and posture, Miss Blydenburgh?" The chairman said that on the whole the secretary's report was a very good summary of the trial of the preceding day.

After the report, the leader called on the instructor to frame the assignment for the next day. This lesson will continue the series in argumentative problems agreed upon by the class.

Following this, Mr. Young and Miss Blydenburgh had their debate: "The climax of Macbeth comes during the banquet scene in the third act at the moment when Macbeth first sees the ghost of Banquo." Mr. Young took the affirmative side, and Miss Blydenburgh the negative. Mr. Young said that the questions to be decided were: (1) Is the climax at the place where the ghost first appears? (2) Does the climax come at any other place in the play? The affirmative speaker argued that the climax does come at the place where the ghost of Banquo first appears. Miss Blydenburgh said that the climax comes in Act III, Scene iv, where the news of Fleance's escape is brought to Macbeth. Miss Blydenburgh presented her side more convincingly, and so won the debate, according to the vote of the class.

Following this, the teacher was called upon by the chairman to give his criticisms. He said that the first point was only a repetition of the proposition. Mr. Young then tried to justify himself by saying that Miss Blydenburgh in their preliminary conference made him take this as the first point to be discussed. The class smiled at this. The teacher then told us that the determinasion of the exact climax didn't greatly matter. He thought there were two dimaxes: the first, a scenic climax, or the point of view of spectators, which comes at the banquet scene; and the second a logical climax, which comes at the port viem zeys of Ficance's escape is brought to Macbeth. He said that temprat patter was for us to think of the pay as we had seen it on the Bage and to taze where on that occasion, we had been most excited and had let s were as the height... Te each at the speakers the chairman then mantet e sins veren by the class and containing iss of words misproour ant comumens on posture enunciation 875

The principal of one of our successful normal colleges means two things when he speaks of the socialization of the English work. He means the socializing of the content of the work in composition, grammar, and literature and the socializing of the procedure in the classroom. He means (1) the fitting of the subject-matter of the English work closely into the present-day thoughts and lives of the students-the relating of the English work closely to the community life, and (2) the conduct of the recitation largely by the students themselves, with the teacher as guide-the conduct of the recitation by a pupil as a member of an active social group.

It would be folly to substitute devices for a principle or paraphernalia for an attitude, but it may not be futile to glance at certain simple illustrations of social activities in classroom procedure. Of course these are given only as illustrations. Progressive schools of the country, north, west, east, and south, can offer other kinds of illustrations of classroom social activities.

As part of the student activity of the classroom, it is common for teachers to have a secretary's report of the preceding meeting read as the first number on the program at each meeting. The following report may give a partial idea of the range of student activity.

In the report, the purpose of the instructor to get the students roused to personal activity while he remains in the background as