Ever, ever and anon, now and then; indicates indefinite repetition or continuation.

Flickering, wavering or twinkling; wavering unsteadily, as a flame in a current of air.

Foes, enemies.

Folds, coils, or series of rings (of a serpent).

Footing, the foundation to stand on.

Forum (Roman Antiquities), the public or market place of a city, which was the center of judicial and other public business, and formed a natural place of public assembly. Frequently, at short intervals; often. Fugitives, persons fleeing from danger, etc.

Ghastly, deathlike; pallid.

Gigantic, immense; huge; of extraordinary size.

Glare, bright, dazzling light.

Groaning, uttering deep, low-toned, moaning sounds. Gushing, rushing or issuing with violence and rapidity.

Haggard, having the look of one wasted by want, anxiety, or suffering.

Hissing, a noise like that made by escaping steam or water touched by hot metal.

Hues, shades of color.

Hurled, thrown with violence; driven with great force.

Impenetrable, incapable of being penetrated or pierced. Impotence (im'), weakness; want of strength or power. Impressive, having power to affect forcibly or deeply. Increase, expand; swell; enlarge.

Intense, extreme in degree.

Intervals at, from time to time; now and then.

Intolerable, not to be endured.

Leisure, time at one's disposal.

Litter, a bed or stretcher so arranged with poles at the

sides, that a sick or wounded person may be carried in or on

it by men or beasts.

Livid, black and blue; of a lead color.

Lurid, ghastly pale; pale yellow.

Momentary, continuing only a moment.

Murkiness, darkness; obscurity; gloom.

Obstructed, blocked up; stopped up or closed, as a passage.

Partial, not total or entire.

Pauses, temporary stops.

Portico, an open space covered by a roof supported on columns; a kind of porch before the entrance of a building fronted by columns.

Primal, first; original.

Prodigal, profuse; very liberal.

Proportion in, in the degree or measure that; according. Protection, shelter.

Refuge, shelter or protection from danger.

Relief, the removal, or partial removal, of anything oppressive or burdensome.

Relieved, set off by contrast.

Retreated, receded; withdrawn.

Rivalled, stood in competition with.

Scorching, parching or burning the surface.

Sensibly, capable of being recognized by the senses.

Suffocating, choking; stifling.

Sullen, gloomily angry and silent.

Supernatural, relating to that which is beyond nature.

Temple, an edifice dedicated to the worship of a deity, and in ancient times, usually regarded as a residing place of the deity, whose presence was symbolized by a statue, or other sacred token.

Terror, violent dread; extreme fear; fear that agitates body and mind.

Tortured, put to torture; tormented; distorted.

Unsubstantial, not real; not solid.

Vain, useless.

Vapor, any visible substance floating in the air, and impairing its transparency.

Varying, changing; altering.

Vivid, intense; bright; brilliant.

Reread, applying your understanding of Modified Words and Modifiers:

Chap. I, Nos. 23, 25, 26, 31.

Chap. II, Nos. 22, 25, 27, 30, 31, 34.

Suitable questions for a written lesson may be chosen from those already asked.

CHAPTER V

STUDIES IN SERIES

The subject of Series is presented not only from the viewpoint of construction, from which we see series of words, phrases, clauses, short sentences, or paragraphs; but also from the viewpoint of literary application, from which we see series of arguments, illustrations, comparisons, and other literary forms.

Beginning with the simplest problems in series, the Studies lead by rational progression into long and involved illustrations, and conclude with titled selections suited to the teaching of the subject in hand.

PEDAGOGICAL INTRODUCTION

The aim of this chapter is to familiarize pupils with one of the most common forms in composition, and to enable them to recognize such a form at sight. The reading of short series, and series made up of short, regularly formed parts is soon taught, but the reading. of long and involved series is a more difficult matter. Pupils as a rule have not been taught to grasp nor trained to hold involved ideas of any length, and much careful analytical work and oral practice are needed along this line.

Something more than this, however, is needed. In the reading class we are training pupils to be intelligent sight readers as well as skillful interpreters of studied

selections, and this phase of the work requires some knowledge of the principles underlying correct expression.

To teach a principle first, and then to deal with thought according to the principle, is a method most certainly to be condemned; but to develop correct expression through easy gradations of thought and then to take note of the manner in which expression has manifested itself, - bringing to bear upon the experience any helpful ideas that can be gleaned from other minds, is a reasonable and rational proceeding. To do a thing over and over, and never take note of how it is done, is a proceeding as much to be condemned in the reading class as in any other. We learn to "read by reading" somewhat as we learn "to do by doing," presupposing in each case that some notice is taken of the method of action and its effect.

The shorter, easier selections are studied first, in order that pupils may be led open-eyed into the longer and more difficult ones. The "leading" should be done in such a way that they will not only be able to read long and involved sentences correctly after study, but also at sight.

This latter preparation necessitates, first, such a degree of familiarity with sentence forms that, given the first part of an ordinary sentence or clause, the reader can be reasonably certain of the general character of the part or parts to follow; and, second, such a thorough understanding of the inflections naturally used under given conditions, that he can apply them promptly and correctly according to principle, when it is impossible for him to wait for the guidance of the thought.

There are wide differences among pupils as to ability