42 METHODS IN TEACHING 



to a ready comprehension of a complete story or poem, and 

 to create the sense of power that comes with rapid acquisi- 

 tion. On the other hand, the amount should be so limited 

 that the striking beauties of every selection can be appre- 

 ciated, its great thoughts sounded, its characters known, and 

 its author made familiar to the reader through the general 

 features of his style. 



Written exercises should be short and frequent rather 

 than long and occasional. One power to be fostered and 

 guided by reading is the ability to use good English. An ex- 

 cellent way to stimulate such an ability is to write frequently 

 and while in close enough touch with the author to be in- 

 spired by his genius. There need be little fear of educating 

 plagiarists. Where there is much conscious reproduction, 

 the pupils will distinguish for themselves between an orig- 

 inal use of words and thoughts and borrowing from an 

 author. 



The following is a resume of some of the work done in a 

 seventh grade class : l 



Seven works are read in class during this year: "The 

 Talisman," " Ivanhoe," "Courtship of Miles Standish," 

 " Evangeline," "Rip Van Winkle," "Legend of Sleepy 

 Hollow," and " The Spy." The first two are abridged, the 

 others are in complete form. These seven do not seem too 

 many books to read, discuss, study, and write about during 

 the ten months of the school year. " The Talisman " and 

 " Ivanhoe " come in connection with some history work on 

 the Crusades, which precedes our history of the United 

 States in this grade. " Miles Standish " and " Evangeline " 

 are connected with the colonial period. " Rip Van Winkle," 



1 Taught by Mrs. Carrie Berdine Goode. 



