12 METHODS IN TEACHING 



by the children supplement excellently the narratives of the 

 teacher. Oral reproductions follow, some of which are 

 written on the board, as was done in the first grades. A 

 composite story produced in this way by the pupils is copied, 

 thus aiding in the proper use of capitals, punctuation marks, 

 and words, and in correct spelling. The poems are learned 

 as early in the presentation as seems advisable to the teacher, 

 difficult ones being given more time to be thoroughly com- 

 prehended. Several stanzas are often almost committed to 

 memory before the teacher is really aware of the fact, simply 

 by using the poet's words and constructions frequently in 

 telling the story, and by encouraging the children to do the 

 same in their reproductions. 



During the last half of the year pupils may be permitted 

 to write original reproductions, in which they should be 

 enheartened to advance towards the accuracy of the copied 

 work. 



In connection with the poems and sometimes with the 

 stories, a little knowledge may be gained about authors. 



Field, the Gary sisters, Longfellow, can all 

 Authors 



be made real characters to the children. 



Short stories about them are interesting ; something of their 

 lives can be seen in their writings, even by these little folks ; 

 poems that are not in the regular course can be read aloud, 

 several times perhaps, just for enjoyment, general culture, 

 and familiarity with the poet. 



The following are thoughts from a second grade teacher : 1 

 In the second grade about twenty minutes a day are de- 

 voted to the literature stories during two weeks of every 

 school month of the year. This time does not include formal 

 1 Mrs. Mae Simms. 



