24 METHODS IN TEACHING 



thoughts into a complete whole ; to enjoy the poem ; to be 

 constructive rather than analytic ; to have in mind the whole 

 instead of the parts. Pupils must be trained in the acquisi- 

 tion of this power. Classes may read in the ordinary school- 

 room manner such a poem as Longfellow's " Ropewalk " 

 several times without any interest in it, for they have ob- 

 tained no clear conception of what it is about ; but when they 

 picture to themselves the long alley, the making of the rope, 

 and the poet musing over the various uses to which the rope 

 here made can be put, they will not only enjoy a short study 

 of the poem, but they will also suggest several important 

 uses of rope that Longfellow seems to have forgotten. 



We enjoy literature from the complete thoughts that we 

 take out of it. To begin a poem with minute analysis or 



intensive study tends to leave an impression 

 Intensive , M . Tr , 



Study * details, not f a whole. If such an intro- 



duction to beautiful poems is distasteful to 

 the more mature minds of high school age, which are often 

 turned forever from poetry because of the interminable de- 

 tails and analyses forced upon them, how repugnant it must 

 be to younger pupils ! Impressions thus gained are respon- 

 sible for much of the dislike for " school reading." If, by 

 getting the complete story into their minds, the children 

 enter first into the life, motion, vigor, of such a poem as 

 " The Skeleton in Armor," they usually take up readily more 

 detailed study of difficult words and passages ; indeed, they 

 frequently want to know what these very portions mean, for 

 they come to see that some thought is not complete without 

 an understanding of the more intricate passages. This is 

 usually all the intensive work needed by young children, or 

 that it is advisable to give them. 



