LITERATURE IN PRIMARY GRADES 21 



growth in power on the part of the child; acquisition of 

 knowledge. If the first two purposes are remembered the 

 third follows as a matter of course. 



A fourth grade teacher 1 gives in the following paragraphs 

 some of her ideas about teaching literature stories : 



Literature as presented to the children is not the intensive 

 study that is given to mature minds, even when the subject 

 matter is the same. In the elementary grades, the teacher's 

 aim is to lead the pupils into enjoyment of literature, for 

 pleasure in good and beautiful stories is the first step toward 

 future appreciation of authors. 



A little mystery or a suggestion of tragedy quickly 

 arouses interest. David's encounter with Goliath, Ulysses 

 and the Cyclops, are received with avidity. Repeatedly the 

 question is asked, " What is the name of the book that has 

 that story in it?" Or, " Is that story in the public library?" 

 Thus the children are led into reading for themselves. 



After the story has been given and some parts repeated, 

 it is discussed by the pupils, who ask questions about the 

 portions that have not been understood, or 

 and Poems * n whicn tnev ^ ave ta ken special pleasure. 



In this way the teacher is able to measure 

 the interest of the class as a whole, as well as of individual 

 pupils, a great assistance in knowing how to prepare the next 

 story for presentation. The poems, which are usually short, 

 are presented in a somewhat different manner. Every poem 

 is either written on the board or mimeographed, so that a 

 child can have his own copy. The pupils read it slowly, dis- 

 cussing the thoughts, and getting the story. They are asked 

 to tell from the poem itself, if they can, why the poet wrote 



1 Miss Lottie Grunsky. 



