2O METHODS IN TEACHING 



story serves many purposes, literary and linguistic. The 

 reproductions are on detached but consecutive topics, giving 

 opportunity for short, clearly pictured scenes in the papers 

 that are preserved in the notebooks. 



There is a great deal of material for language lessons in 

 these stories. In fact, the reproductions, the composition 

 work, the correction of papers, are all treated under lan- 

 guage. Correlation is very close in all of the essential 

 branches ; differentiation belongs to analyses of methods and 

 material, pupils need not be troubled with it. 



The purpose is not to give an immense amount of infor- 

 mation, but to arouse the child's lasting interest in the sub- 



_. ject, to show him how to read, and to put 



Jt urposc 



exhilarating material into his hands. There 

 is subject matter enough in any one of the Bible stories or 

 the narratives from the " Odyssey " for much more advanced 

 pupils, so care must be taken not to tell these fourth grade 

 children too much. Such a mistake would overload the 

 course of study, and, probably, by making teacher and pupils 

 feel hurried, it would create a distaste for many of the 

 stories. The first thought in presenting the stories is pleas- 

 ure, childish, natural enjoyment. This can be gained only 

 by easy narration or reading, interspersed with conversa- 

 tions. The reproductions should have the same purpose in 

 mind, although progress must never be forgotten. Rightly 

 handled, however, progress, in both literary and mechanical 

 directions, is one of the keen enjoyments of the work. 



Three aims should be kept constantly in mind: interest 

 in our world heritage through participation in the well 

 known stories that are a part of the world's culture; self- 

 development through this world heritage, or a conscious 



