266 METHODS IN TEACHING 



must be either the child, just awakening into half amused, 

 credulous interest in the world, or he must be the sedate 

 student, revelling in the slow upbuilding of the mental proc- 

 esses of civilization. 



Such poems as " Horatius," by Lord Macauley, stories 

 like that of " William Tell," by Schiller, alternate delight- 

 fully with the folk tales of the second year; while history 

 becomes more marked in the little biographies of such men 

 as Washington, Franklin, and Lincoln. From the third 

 grade on, knowledge of the world grows broader and 

 deeper; and, while literature and history are frequently 

 correlated and are mutually helpful, the two studies are 

 clearly differentiated. 



Although consecutive history does not belong to the first 

 three grades, the stories gain in solidarity by grouping those 



that have a common basis. Topical ar- 

 Presentation . . 



rangement becomes marked in the third 



grade, where the stories for two or three months may be 

 devoted to the development of one line of thought, as Bible 

 stories, lives of inventors, local history. A systematic way 

 of working is developed if the teacher insists quietly but 

 regularly upon acceptable forms. Even outlines, such helps 

 in literary work, are used readily by children, provided they 

 are active, working helps, not dead matter looked upon as 

 the end to be attained. Power over books is gained steadily. 

 Judgment is quickened by discussion. The importance of 

 definite training in making decisions based upon proof is 

 manifest when we think how many children reach the age 

 of ten, eleven, even fifteen, before beginning to decide for 

 themselves. A personal decision before this age too fre- 

 quently means either willfulness or disobedience; hence, to 





