6 METHODS IN TEACHING 



part should make a finished little production, so told that the 

 next division fits on naturally. 



Reproduction follows narration. Every member in the 

 class should feel that he is held responsible for some part in 



this exercise; he should be able to answer 

 Reproduction 



questions if he can not tell the whole story. 



By dividing the class into small sections, every pupil may be 

 asked for a part, perhaps all, of the reproduction. This is 

 valuable training for little ones, for, added to the growth in 

 English, there is the greater purpose of developing a sense 

 of responsibility. The child comes to understand that here 

 is a duty for him to perform to the best of his ability. He 

 feels that in order to meet this responsibility to his work 

 and to himself he must listen well, remember accurately, 

 and reproduce fluently. A teacher can not develop too 

 early a feeling of pleasure and satisfaction in a self-completed 

 task. Written reproductions can be commenced during 

 the first year, for the children soon take pleasure in form- 

 ing composite stories for the teacher to write on the board. 

 The children should be conscious of continuity of thought 

 in these exercises. That is, no sentence given by the class 

 should be written anywhere except in its proper place in the 

 development of the story, and the teacher should either tell 

 why it is not used in the place suggested or have the chil- 

 dren themselves explain the reason. In making these com- 

 posite stories many opportunities are found for improvement 

 in sentence structure and for noting vulgar and incorrect 

 idioms for future correction. Frequent reproductions add 

 rapidly to a child's vocabulary and to a correct use of the 

 new words learned; continuity of thought is strengthened 

 by making complete stories ; there is a gain in self-possession 



