characters of mythology and history; that is the age at which children will eagerly absorb what they can learn of Achilles and Orpheus, of King Arthur and his Knights, of Alexander and Christopher Columbus and the Duke of Wellington. I do not think it is necessary to obtrude any moralizing commentary when these great and vague images are first brought into the landscape of the child's intellectual experience. A little description, a few stories, a picture or two, will be enough to fix them in the memory and to give them body and shape together with the fairies and witches and pirate kings and buccaneering captains with whom we have all at one time been on such familiar terms. Let us then begin by teaching the past to small children by way of stories and pictures. Dramatization. The play spirit that leads children to play lady, doctor, church, and school will also lead them to enjoy dramatizing stories, or "playing the stories," as they call it. Some stories, of course, are so lacking in action as to be not well suited for dramatization, and others have details of action, character, or situation that may not well be represented in the schoolroom. The teacher may be surprised, however, to see how ingenious her pupils are in overcoming difficulties after they have had a little assistance in playing two or three stories. Unconsciously the pupil will get from the dramatization a training in oral English, reading, and literary appreciation that can hardly be gained in any other way. When the pupils have learned a story thoroughly, they are ready to make plans for playing it. The stage setting may be considered first, and here the child's imagination can work wonders in arranging details. The opening under the teacher's desk may become a dungeon, a cave, a cellar, or a well. If a two-story house is needed, it may be outlined on the floor in the front part of the schoolroom, with a chalk-mark stairway, up which Goldilocks can walk to lie down on three coats— the three beds in the bedchamber of the three bears. The pupils can probably soon decide what characters are necessary, but more time may be required to assign the parts. To play the part of a spider, bear, wolf, fairy, sheep, or butterfly does not seem difficult to a child who has entered into the spirit of the play. The most difficult part of dramatization may be the plan for conversation, especially if the text version of the story contains little or no direct discourse. The pupils should know the general nature of the conversation and action before they begin to play the story, although they need not memorize the parts. Suppose that the fable "The Shepherd's Boy" is to be dramatized. The first part of the dramatization might be described about as follows: The shepherd boy, tending his flock of pupil-sheep in the pasture land at one side of the teacher's-desk-mountain, looked toward the pupil-desk-village at one side of the room and said quietly, "It certainly is lonely here. I believe I'll make those villagers think a wolf has come to eat the sheep. Then perhaps they'll come down here, and I'll have a little company and some excitement." Then he jumped around frantically, waving his yardstick-shepherd's crook, and shouted to the villagers, "Wolf! Wolf!" The villagers came rushing down to the pasture land, asking excitedly, "Where's the wolf? Has he killed many of the sheep?" "Oh, oh, oh," laughed the boy, "there was n't any wolf. I certainly did fool you that time." "I don't think that's very funny," said one of the villagers. "Well, we might as well go back to our work," said another. Then they went back to the village. After they had gone, the boy said, "I guess I'll try that joke again." If the teacher puts much direct discourse in a story of this kind when she tells it to the pupils, the task of dramatizing will naturally be made easier. Some stories lend themselves in the most natural manner to dramatization. An interesting example of such a story may be found among the tales dealing with the Wise Men of Gotham. These Wise Men are referred to in one of the best known of the Mother Goose rhymes. It would seem that the inhabitants of Gotham, in the reign of King John, had some reason of their own for pretending to be mad, and out of this event the legends took their rise. The number of fishermen may be changed to seven or some other number to suit the number in the acting group. Here is the story: On a certain time there were twelve men of Gotham that went to fish, and some stood on dry land. And in going home, one said to the other "We have ventured wonderfully in wading. I pray God that none of us come home to be drowned." "Nay, marry," said the other, "let us see that, for there did twelve of us come out." Then they counted themselves, and every one counted eleven. Said the one to the other, "There is one of us drowned." They went back to the brook where they had been fishing and sought up and down for him that was drowned, making great lamentation. A stranger coming by asked what it was they sought for, and why they were sorrowful. "Oh!" said they, "this day we went to fish in the brook; twelve of us came together, and one is drowned." Said the stranger, "Tell how many there be of you." One of them, counting, said, "Eleven," and again he did not count himself. "Well," said the stranger, "what will you give me if I find the twelfth man?" "Sir," said they, "all the money we have got." "Give me the money," said the stranger, and began with the first, and gave him a stroke over the shoulders with his whip, which made him groan, saying, "Here is one," and so he served them all, and they all groaned at the matter. When he came to the last he paid him well, saying, "Here is the twelfth man.' "God's blessing on thy heart," said they, "for thus finding our dear brother." 4. COURSES OF STUDY As an aid to inexperienced teachers, it seems well to suggest in a summary how a selection of material suitable for each grade might be made from the material of this book. The summary, however, should be regarded as suggestive in a general way only. No detailed outline of a course of study in literature for the grades can be ideal for all schools because the pupils of a given grade in one school may be much more advanced in the knowledge of literature and the ability to understand and appreciate it than are the pupils of the same grade in another school. Many literary selections, too, might appropriately be taught in almost any grade if the method of presentation in each case were suited to the understanding of the pupils. Robinson Crusoe, for example, may appropriately be told to second-grade pupils, or it may be read by fourth- or fifth-grade pupils, or it may be studied as fiction by eighth-grade pupils or university students. All poems of remarkable excellence that are suitable for primary pupils are also suitable for pupils in the higher grades and for adults, and the same is true of many prose selections. The summary that follows, then, is to be regarded as "first aid" to the untrained, inexperienced teacher. The teacher's own personal likes and dislikes and her success in presenting various literary selections should eventually lead her to modify any prescribed course of study. If a teacher of the sixth grade discovers that her pupils should rank only second grade in knowledge and appreciation of literature, she may very properly begin with traditional fairy tales. Another outlined course of study is given in Section XII of this book. First, second, and third grades. Since pupils in the primary grades read with difficulty if at all, the teacher should tell or read all selections presented as literature in these grades. No kind of prose is better suited for use in the primary grades than traditional fairy tales. About half a dozen might well be presented in each of the three grades. For the first grade, the simplest should be chosen, such as "The Old Woman and Her Pig," "Teeny-Tiny," "The Cat and the Mouse," "The Three Pigs," "The Three Bears," and "The Elves and the Shoemaker." As suitable stories for the second grade, we might choose "The Three Sillies," "Little Red Riding-Hood," "Cinderella," "The Three Billy-Goats Gruff," "The Straw Ox," and "The Horned Women." For the third grade, somewhat longer and more complex stories might be chosen. About half a dozen fables might also be used appropriately in each of the primary grades. Simple Aesopic fables in prose seem best for the first two grades. More complex forms might be chosen for the third grade, for example, "The Story of Alnaschar," "The Good Samaritan," "The Discontented Pendulum," "The Musical Ass," "The Swan, the Pike, and the Crab," and "The Hen with the Golden Eggs." Much of the nature literature of the primary grades may be in the form of verse, but some simple nature prose may be used successfully. From the selections in this book, "Peter Rabbit" should be chosen for the first grade, while "Johnny Chuck," and "Mr. 'Possum's Sick Spell" are appropriate for the second and third grades. The simplest of Andersen's Fairy Tales may be used in the third grade, and perhaps in the second. Some suitable stories are "The Real Princess," "The Fir Tree," "The Tinder Box," "The Hardy Tin Soldier," and "The Ugly Duckling." The ideal verse for the first grade is nursery rhymes, which may be chosen from the first 135 selections of this book. These may be supplemented by such simple verse as "The Three Kittens," "The Moon," "Ding Dong," "The Little Kitty," "Baby Bye," "Time to Rise," "Rain," "I Like Little Pussy," and "The Star." In the second and third grades, traditional verses from those following Number 135 in Section II may be used. The poems by Stevenson are ideal for these grades, and those by Field, Sherman, and Christina Rossetti are good. In addition the teacher might select such poems as "The Brown Thrush," and "Who Stole the Bird's Nest." Fourth, fifth, and sixth grades. Although pupils in these intermediate grades may be expected to read some library books, the teacher should read and tell stories frequently, for this is the surest way to develop in the pupil a taste for good literature. The teacher should remember, too, that the story she recommends to the pupils as suitable reading should be about two grades easier than those told or read by the teacher. Probably every poem presented as literature in these grades should be read or recited by the teacher because pupils are not likely to get the charm of rhythm, melody, and rhyme if they do the reading. Pupils who dislike poetry are pupils who have not heard good poetry well read. Myths are appropriate for each of the intermediate grades. Most teachers prefer for the fourth grade the simpler classical myths, such as "A Story of Springtime," "The Miraculous Pitcher," "The Narcissus," and "The Apple of Discord." In the fifth grade, the teacher may use the more difficult classical myths, reserving the Norse myths for the sixth grade. Modern fairy and fantastic stories are also appropriate for each of these grades. Suitable stories for the fourth grade are "The Four-Leaved Clover," "The Emperor's New Clothes," "The Nightingale," and "The Story of Fairyfoot." Stories appropriate for the fifth grade are "The Happy Prince," "The Knights of the Silver Shield," and "The Prince's Dream." In the sixth grade, the teacher might use "Old Pipes` and the Dryad" and "The King of the Golden River." Two or three symbolic stories or fables in verse from the last part of Section V should be used in each of these grades. Nature prose should appeal more and more to children as they advance from the fourth to the eighth grade. Many pupils in the fourth grade will enjoy reading for themselves books by Burgess and Paine, while fifth- and sixth-grade pupils will get much pleasure from the simpler books by Sharp, Seton, Long, Miller, and Roberts. In the intermediate grades, the teacher may read such stories as "Wild Life in the Farm Yard," "The Vendetta," "Pasha," "Moufflou," and "Bird Habits." Stories of various other kinds may be read by the teacher in the intermediate grades. "Goody Two-Shoes" and "Waste Not, Want Not," are suitable for the fourth grade. The biographies "How Columbus Got His Ships" and "Boyhood of Washington" are excellent in the fifth or sixth grade as an introduction to history study, and the romance "Robin Hood and the Merry Little Old Woman" may be used appropriately in any of these grades, especially if it is made to supplement a discussion of the Norman conquest. Most of the poems up to about No. 342, and a few beyond that, are within the range of the work for these grades. Seventh and eighth grades. Although pupils in the seventh and eighth grades may be expected to read simple narrative readily, the teacher should read to the pupils frequently. It cannot be too much emphasized that reading aloud to children is the surest way of developing an appreciation of the best in literature. In poetry especially this is a somewhat critical time, as the pupil is passing from the simpler and more concrete verse to that which has a more prominent thought content. The persuasion of the reading voice smooths over many obstacles here. Outside the field of poetry, the teacher's work in these grades is mainly one of guidance and direction in getting the children and the right books in contact. Children at this period are likely to be omnivorous readers, ready for any book that comes their way, and the job of keeping them supplied with titles of enough available good books for their needs is indeed one to tax all a teacher's knowledge and experience. The demand for highly sensational stories on the part of pupils in the upper grades is so insistent that it constitutes a special problem for the teacher. It is a perfectly natural demand, and no wise teacher will attempt to stifle it. Such an attempt would almost certainly result in a more or less surreptitious reading of a mass of unwholesome books which have come to be known as "dime novels." Instead of trying to thwart this desire for the thrilling story the teacher should be ready to recommend books which have all the attractive adventure features of the "dime novel," and which have in addition sound artistic and ethical qualities. While many such books are mentioned in the bibliographies in the latter part of this text, it has seemed well to bring together here a short list of those which librarians over the country have found particularly fitted to serve as substitutes for the dime novel. Alden, W. L., The Moral Pirate. Altsheler, Joseph A., The Young Trailers. Horsemen of the Plains. Barbour, Ralph H., The Crimson Sweater. Bennett, John, The Treasure of Peyre Gaillard. Burton, Charles P., The Boys of Bob's Hill. Carruth, Hayden, Track's End. Cody, William F., Adventures of Buffalo Bill. Drysdale, William, The Fast Mail. Grinnell, George Bird, Jack among the Indians. Jack, the Young Ranchman. Hunting, Henry G., The Cave of the Bottomless Pool. Janvier, Thomas A., The Aztec Treasure House. Kaler, James Otis, Toby Tyler, or Ten Weeks with a Circus. London, Jack, The Call of the Wild. Malone, Captain P. B., Winning His Way to West Point. Masefield, John, Jim Davis. Mason, Alfred B., Tom Strong, Washington's Scout. Matthews, Brander, Tom Paulding. Moffett, Cleveland, Careers of Danger and Daring. Munroe, Kirk, Cab and Caboose. Derrick Steriing. O'Higgins, Harvey J., The Smoke Eaters. Quirk, Leslie W., The Boy Scouts of the Black Eagle Patrol. Schultz, James Willard, With the Indians in the Rockies. Stevenson, Burton E., The Young Train Despatcher. Stevenson, Robert Louis, Treasure Island. Stoddard, William O., Two Arrows. Talking Leaves. Trowbridge, John T., Cudjo's Cave. The Young Surveyor. Wallace, Dillon, Wilderness Castaways. White, Stewart Edward, The Magic Forest. |