St. Nicholas; p. 125, Little Gustava; p. 215, The Children's Hour.

2. To awaken and develop interests and tastes that are as yet dormant; for example, Second Reader, p. 42, A Song for Little May; p. 88, The Brown Thrush.

3. To develop and direct the imagination; for example, Second Reader, p. 72, The New Moon; p. 117, Little Sorrow; p. 45, The Little Land; p. 172, The Wind.

4. To arouse and quicken the sense of beauty; for example, Second Reader, p. 92, Mother's World; p. 155, Lullaby.

5. To exercise and cultivate the emotions; for example, Second Reader, p. 94, Androclus and the Lion; p. 135, Ulysses; p. 107, A Night with a Wolf.

6. To develop manners and morals through examples of character and conduct in action; for example, Second Reader, p. 114, Joseph II and the Grenadier.

7. To develop appreciation for the well-told story; for example, Second Reader, p. 5, The Pail of Gold; p. 12, How I Turned the Grindstone; p. 56, The Blind Men and the Elephant; p. 211, How the Greeks Took Troy.

8. To develop a true sense of humour; for example, Second Reader, p. 50, Change About.

9. To develop a sense of reverence; for example, Second Reader, p. 203, The Lord is my Shepherd; p. 218, Abide With Me.

GENERAL PRINCIPLES APPLICABLE IN THE TEACHING OF LITERATURE

There are four outstanding principles of general method that apply particularly in the teaching of Literature.

I. The pupil must, at the outset, be placed in a receptive attitude toward the lesson if the best results are to be secured. He must have some purpose in view if he is to be induced to concentrate his attention upon it. His purposes determine his interests, and hence the lesson must, in some way, be related to interests that already exist in his mind. Frequently his instinctive interest in action, in personality, or in excitement is sufficient incentive to secure his attention. A suspicion that a lesson contains a good story is often sufficient to ensure a careful reading of it, and a curiosity as to the writer's devices to make the story interesting will lead to a closer examination of it. But more frequently some special interest resulting from the time of year, the surroundings, or the work taken in some other subject, may be effectively utilized by the teacher. These interests of children are so numerous and so varied that there are few lessons in the Readers for which a receptive attitude of mind cannot be secured. It will be observed that the principle here enunciated corresponds to the "statement of the aim" in the Herbartian "Formal Steps".

II. The pupil's mind must be suitably prepared for the assimilation of the ideas contained in the lesson, by recalling old ideas and feelings that are related to those to be presented in the selection to be studied. He must be placed in a proper intellectual attitude to interpret the ideas and in a proper emotional attitude to appreciate the feelings. Neglect of the former may make the selection wholly meaningless to the pupil; neglect of the latter may result in entire indifference toward it. A proper intellectual attitude is necessary in any lesson, but in a lesson in grammar or arithmetic the emotional attitude may be almost completely absent. In literature, however, this emotional attitude is often of the greatest importance, and the neglect of it may mean an utter lack of appreciation of some literary masterpiece. This preparatory work may take the form of a recall of some of the common experiences of the pupil's life or a review of some facts taken, for instance, in a previous geography, history, or nature study lesson. The apperceptive power of the pupil's mind takes the new material of thought and feeling contained in the selection and weaves it into the web of his previous ideas and emotions.

III. The mind always proceeds from a vague and indistinct idea of a new presentation to a clear and defined idea of it. The process is always analytic-synthetic. In a literature lesson the order of procedure must be: (1) Let the pupil get that somewhat indistinct grasp of the thought and feeling which comes from a preliminary reading of it; (2) make this more definite by a process of analysis, by concentrating attention on the details; (3) make the idea completely definite by a clear grasp of the relations existing among the various details, that is, by a process of synthesis.

IV. No impression is complete without some form of expression. An idea or emotion is a very incomplete and useless thing until it is worked out in practice and conduct. The thoughts and feelings gained from the literature lesson must be given some kind of expression if they are to be fully realized. This expression may take many different forms. The pupils may merely read the selection, showing to the listeners their understanding and appreciation of it. If it is a story, they may reproduce it in their own words orally or in writing. They may sketch a scene or a situation with pencil, or with brush and colours. They may dramatize it, or act it in pantomime. They may create a story with a similar theme, or imitate a poem by a creation of their own. The expression may not be immediate but may be delayed for days or even years, and come in some modification of future conduct.

CHAPTER II

METHODS

IN JUNIOR FORMS

To introduce children to the world of literature, it is not necessary to wait until they have mastered the art of reading. The introduction should come long before they have learned to read, through listening to good stories told or read to them by others, through hearing suitable poems read or recited with spirit and feeling, and by memorizing nursery rhymes and gems of poetry.

The material to be used in primary grades has already been described. Early work in literature should be correlated with oral composition.

As to the comparative merits of reading and telling, much may be said on each side. In the early stages, telling must, of course, be the predominant if not the exclusive means of communicating the story. The matter and language can thus be better adjusted to the capacity of the individual pupil. The teacher who is familiar with the pupil's home life and surroundings has within his power a means of adapting the story to the attainments of the pupil that even the best writer of children's stories can hardly command. A situation in a story can frequently be made intelligible by reference to the pupil's own experience. Moreover, in telling the story, the teacher's gestures, facial expression, and tone of voice are likely to be more spontaneous and natural than would be the case in reading, and this gives immense assistance in interpreting aright the meaning and spirit of the selection.

Some teachers say that the incident, as in the case of Hawthorne's Tales, is so meagre and the language so exquisite, that the telling seems to be quite inadequate and inferior to the reading of the story. In such cases, variety may be afforded by reading, but generally speaking, it is more effective to tell the story.

The teacher should strive to become a good story-teller. This requires a good voice, animated gesture and facial expression, a good command of English words, power of graphic description and narration, restraint from digression and superfluous detail, and concentration of aim upon some definite point.

In teaching poetry to primary classes, the main object is to lead the pupils to feel the music and realize the imagery. To attain this end, the best beginning is