Sandpiper require a preliminary acquaintance with certain facts of nature, and therefore should be taken, if possible, when these can be obtained through personal observation by the pupils. Wolfe and Montcalm and Drake's Voyage Around the World demand, in addition to historical facts, certain geographical data. These facts and data should be communicated at some time before the lessons in literature are taken, in order that the latter may not descend into lessons in history, geography, or natural science. The extracts mentioned above are not placed in the Readers to teach certain historical, geographical, or scientific facts. They are placed there, as has been said, primarily because they have some value as literature. Hence the literature lesson should require few digressions, the necessary preparatory work having been done in previous periods.
But while history, geography, nature study, and art frequently assist in the interpretation of a poem or prose selection, these subjects, on the other hand, may be reinforced and strengthened by selections drawn from the fields of literature. The facts of the history lesson will be given an additional attractiveness if the pupil is directed to some well-written biography or drama embodying the same facts, or if the teacher reads or recites to the class some spirited ballad, such as Bonnie Dundee, bearing upon the lesson. The interest in the observations made in nature study will be intensified by reading some nature story written in good literary form.
While these studies may go hand in hand with literature, it is not necessary that they should be always taken on the same day or even in the same week. The literature lesson may be an effective agent in the recall of ideas that have had time to be assimilated from previous nature study, history, or geography lessons. In our enthusiasm for literature we must not make these subjects the mere soil and fertilizers out of which the flowers of poetry will spring. Each of these subjects has its proper sphere, but that teacher misses many golden opportunities who does not frequently take a comprehensive survey of his material in all these studies in order to find the element that will give a unity to all our knowledge and experience. The lessons in the Reader may be taken according to the conditions existing in the class or the inclination of the teacher. By no means is it necessary to follow the order in the book.
AIMS IN TEACHING LITERATURE
The teacher should always have a clear and definite aim in view in teaching a selection in literature, but different teachers may have different aims in teaching the same selection. There should, of course, always be the general aim to create a taste for good literature by leading the pupils to appreciate the beauty and power of clear and artistic expression of thought and feeling; but this aim must be specific according to the nature of the selection to be taught. Some specific aims may be given as suggestive:
1. To appeal suitably to such instinctive tastes and interests of childhood as are already awake and active; for example, Second Reader, p. 3, My Shadow; p. 185, A Visit from 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
