HISTORY IN PRIMARY GRADES 269 



preparation must be comprehensive, both for the presenta- 

 tion of the story to the class, and for the skillful drawing out 

 of its reproduction from the pupils. The various desired 

 results must be very clearly in mind, as must also the steps 

 by which the children pass from the unknown story as it 

 comes from the lips of the teacher to the completed product 

 in their memories and notebooks. 



For the first two years, perhaps longer, presentation of a 

 story is identical in history and literature; later comes dif- 

 ferentiation. There must be considered the 

 Presentation 



divisions of the story, the mental attitude 



and development of the pupils, the length of time before the 

 reproduction is to be made. The portion given must be very 

 complete in itself, neither too short for the arousing of inter- 

 est, nor too long for comparatively easy retention by the 

 memory. All possible aids to the narration should be used, 

 pictures, curios, blackboard drawings, sand table illustra- 

 tions. Here as everywhere sweet discretion must never be 

 overlooked. Too many pictures leave indistinct memories; 

 too much work at the sand table becomes tiresome. Clear- 

 ness of perception, alertness of interest, these are the guid- 

 ing signs by which the teacher notes success. 



When a division of a story has been well presented, it 

 should be reproduced. The story interest should never be 



lost nor frayed out by repetition after repe- 

 Reproduction 



tition. The division of the story for the 



day should always be accompanied by a specific mechanical 

 aim, supported by the interest in the story itself; this may 

 be a ready choice of words, consecutive thought, a really 

 good story, or clearly presented " pictures." No one day 

 will see the end gained, but every day may see a step towards 



