3OO METHODS IN TEACHING 



truth at its root, and they can see how the myth grew up 

 naturally in the lives of these beauty loving, inquisitive, 

 primitive people. Consequently, the historical myths are 

 more interesting here than in the lower grades, where the 

 little children can not differentiate between the truth and 

 the fancy in the story. The life and development of both 

 Greece and Rome can be shown by a comparatively small 

 number of stories, grouped around centers of national 

 growth and enlivened by accounts of men and events. In- 

 stitutions and laws belong to later years. 



Methods as well as material should be progressing con- 

 stantly. That which fifth grade pupils did well should be 

 the basis upon which the sixth grade builds. 



E 7 Ut A 01 !, The teacher should know what the children 



of Methods 



were able to do in any given exercise, as 

 outlining, in the preceding grade ; she should try them to see 

 just how much they can do well, and then advance them 

 certain steps. 



The fifth grade pupil did not attempt to outline beyond 

 headings for paragraphs in separate, comparatively short 



stories, with a few indented suggestions for 

 Outlining ,. . 



the body of every paragraph. His outlining 



was preparatory to writing. The sixth grade pupil will con- 

 tinue much of this paragraph outlining as an assistance to 

 written reproduction; but he will also begin to outline a 

 subject by its larger heads. In the fifth grade these larger 

 heads have been given by the teacher as the subjects to be 

 outlined, because the judgment and analytical powers of the 

 children were still too immature for them to reason beyond 

 the details. Sixth grade pupils will not go far beyond that 

 point, but they can take a subject that has been under con- 



