fjtstory anb Sitcraturc. 



PLAN OF PRESENTATION. 



In all the lower grades the matter is presented by the teacher in the 

 form of a story. After a part of the matter has been presented, a pupil is 

 asked to stand before the class and reproduce wliat has been given. Great 

 care should be taken that too much matter is not presented before a repro- 

 duction is called for. 



During the presentation questions are asked ^lich will lead the chil- 

 dren to express their thoughts in regai'd to characters described or facts 

 related, or to make inferences in regard to the further development of the 

 story. During the reproduction the teacher corrects any mistakes in the 

 use of language. 



When the children are of suitable age, at stated times written repro- 

 ductions of the story, or some part of it, are required. In this exercise great 

 care is given to all details of form and arrangement. 



A representation of some object connected with the story is frequently 

 made by the pupils with either pencil or brush. The children take great 

 pleasure in this work, and even the youngest are given some of it to do. 

 The younger ones also delight in reproducing parts of a story in panto- 

 mime. 



Much illustrative material is used. This consists of natural objects, 

 mouldings in sand, stereopticon views, and pictures. Rapid, rough sketch- 

 ing by the teacher is of great service in this connection. 



Poems or bits of prose which are related to the story told, are often 

 introduced into the work. These are read to the pupils, and sometimes a 

 quotation is memorized. Part of the original from which the story is 

 selected is often treated in the same way. An example of this is found in 

 the use of passages from Bryant's translation of Homer's Iliad, in the 

 fourth year, or in the use of the poem "How the Leaves Came Down," 

 immediately after the story of "The Anxious Leaf" has been told, in the 

 first year's work. Teachers are often surprised to find, in connection with 

 this work, that children appreciate that which might seem much beyond 

 them. 



Success in this work depends largely upon a teacher's knowledge and 

 appreciation of literature, a large vocabulary, and a well-trained voice 

 and body. To do this work in an ideal way one needs to be a teacher, a 

 student of literature, an artist in the use of language, and something of an 

 actor. 



