$2 METHODS IN TEACHING 



This is not done in the grammatical spirit ; it is for assistance 

 in literary interpretation, although the practice strengthens 

 the child greatly in understanding his grammar and in apply- 

 ing it to his daily needs. 



There are delightful character studies in " Snow-Bound." 

 The pupils should observe, discuss, and recreate the char- 

 acter of the father, mother, aunt, and other members of the 

 family, not forgetting Whittier himself. Have them inter- 

 pret a New England home and the life of the affectionate 

 Quaker family. Lead them to enjoy the beautiful figures 

 of speech. Some of the last stanzas are too difficult for 

 pupils of this grade, but that is no reason why they should 

 not read all the delightful first portion of the poem. -What 

 can not be understood can be omitted, or, better yet, it can 

 be shown as a fitting conclusion by means of the teacher's 

 interpretation. 



The prelude to " Among the Hills " should rarely be at- 

 tempted by sixth grade pupils for a beginning, but it may 

 be used as an admirable ending and summary of the poet's 

 thought. After the scenes of the poem itself have been pic- 

 tured, the children are ready to imagine the drowsy heat 

 of the summer day and the desolate, forlorn homes, where 

 love is lacking. 



Careful attention should be given to oral reading. Pupils 

 in the grammar grades lose much of the proficiency in read- 

 ing aloud that has been gained in the primary classes. This 

 is due in part to growing self-consciousness on the part of 

 the maturing boys and girls, and in part to the fact that 

 silent reading is supplanting reading aloud, making the latter 

 seem only an exercise instead of a means of acquiring knowl- 

 edge as it was in younger days. 



