5O METHODS IN TEACHING 



exercise is quickly seen in an increased vocabulary, new and 

 easier expressions, greater continuity of thought, and a better 

 conception of the development of a story and the story in- 

 terest. Reproductions should not be permitted by the teacher 

 to degenerate into mere memory recitals ; they should have 

 some of the vim and skill of the raconteur. To develop 

 this power one must never lose sight of the interest in the 

 story, felt by nearly all children, and also of the natural 

 desire to gain power, to do better and better work, to be 

 wiser today than yesterday. 



In the primary years it is advisable to have some repro- 

 ductions on the same day as the narrative by the teacher, 

 while the interest is still keen and the mem- 

 Reproduction or ^ retentive - Volunteers are called for, 

 perhaps ; or, the teacher selects some pupils 

 who are sure to make a very good beginning in the repro- 

 duction. Gradually, all of the pupils take part, and all of 

 the desired portion is given. The whole is a composite, 

 made up of many small offerings, not the least of which is 

 to be scorned. It is very difficult for some little ones to 

 offer anything at all; moreover, the tiniest piece of marble 

 may be just what is required to give proper form or the right 

 touch of color to the finished mosaic. 



What to do with this oral rendering, this composite story, 

 is often a puzzle to the teacher. As a finished product it is 

 unsatisfactory ; as a step in training it is acceptable. It is, 

 therefore, as a part of the training that it must be consid- 

 ered; here it serves several important purposes. It lays 

 bare the pupil's faults in speech ; it suggests to the class the 

 material that every pupil should eventually be able to give 

 alone in reproduction ; touched up by the teacher, all or part 





