278 NATURE STUDY. 



old saying, "The greatest enemy of the best is the 

 good." Much may be good, may be worth reading, 

 but we have time in school for only the best ; only the 

 best is good enough for the children, whether young or 

 old. 



One reason for the use of so much mere rhyme and 

 trash, instead of literature, is the feeling, so prevalent, 

 that most real literature is beyond the comprehension 

 of the pupils in our schools, and therefore of little' value 

 in school-work. Unless what is read is above the chil- 

 dren, it has little value as a means of uplifting them. 

 What children can readily comprehend with little ef- 

 fort cannot be very broadening. 



Teachers who have attempted honestly and persis- 

 tently to read or study real literature with their pupils, 

 have learned that the children can be intensely inter- 

 ested in much which they cannot fully comprehend, 

 and can get from it much more than is at first thought 

 possible. Unless children have been so trained that it 

 seems a hardship to think, and useless to attempt to 

 understand what is not clear at first, they will read or 

 listen intently to much which is somewhat beyond their 

 comprehension. 



A clear understanding of the aim or purpose of the 

 reading of literature will largely determine the plan or 

 method pursued. If the teacher wishes her pupils to 

 get the thought, the inspiration, she will allow only 

 those pupils to read it aloud who can best get and give 

 the thought, or she will read it herself. When reading 

 for information, it may be wise to have each one read 



