The Union times. [volume] (Union, S.C.) 1894-1918, 1899-12-15
What is to be done? The reading
class must be the literature class very
often. I think it is generally thonnht

class must be the literature class very
often. l think it is generally thought
that poetic narratives are most suit
able for primary and intermediate
grades. What child does not enjoy
hearing a story? No doubt the
smallest child in our schools would
easily understand and enjoy o simple
story; The Bell of Atri," for in
stance, tells how great bell hung
at a market place and every one who
had trouble or grievance of any
kind would ring this bell. And how
one day, in the hot part of a summer
afternoon, when most of the people
were in their houses, the bell rang
very loudly aud it proved to be a
poor, old, half.starved horse eating
the vine that had grown over the
rope. This was poor old beast that
some cruel master had left to live or
die. Then how King John told the
cruel master to take his horse back
"nd treat him kindly as long as be
lived. Thus the Bell of Atri was the
means of causing justice to be done
to q poor dumb brute that could not
plead for itself. After the children
are familiar with the story, read the
language of the poet and it is aston
i+hing to see with what interest they
will listen to sec how the poet tells
the story. OF course in this reading
all hard or strange words will have
to he explained. Most of the read
ing books Of the intermediate grades
contains a large number of good Sc
lcctions. Nearly all of them have
some of Longtellow's and Whittier's
poems, and these are very well suited
to this class ofpupils. All the poems
of one poet, Longfellow, for instance,
might be assigned in succession.
Begin this study by talk on the
life Of the author. If possible have
bis picture, the picture ofhis birth
place, later residences, or any inter,
estiug acenes connected with bis life.
To cIinch this the matter should be
reproduced in composition or Ian
guage class. Some entire poems
might be memorized and on Friday
afternoons spend the last period or
some given time in recitations, bio
graphical sketch and readings from
the writings Of the poet.
Other writer's should be studied in
the same way. OF course, all read
irg lessons cannot be given in this
way, but part of them can be
used to study the reader from q lit
erary standpoint. Besides all this
IS what good reading demands
Memory gems are excellent and
every child should have a number of
tnem stored in his mind q good
plan is to have a table ON which are
Ilaced papers, magazines and books
t,r the use of the pupils, however,
never make use of the matter PLACED
there. How shall the teacher reach
this class? The best thing is for the
teacher to read aloud to the whole
school and insist upon the attention
Of the room. Books can be foun(
which will, after time, interest TIT
most Indifferent. There are odt
moments which can be utilized fo
this reading. Once q week the read
ing may take the place of the singing
On dark, dull days when things g
wrong it is well, for more than one erea
sop, to set aside the regular work AM
read bright story. Children hav,
been known to work and behave vel
in order to gain time for the reading
of a book in WHICH they are interest
ed. 1t is surprising to find ho,
much ground can be covered in
term, in just three ways, provide
the teacher knows what to select au
has q definite plan, although no def
mite time. The children of thes
years need the wisest care. Thei
minds are plastic and hungry. Thei
character is in the strongly primativ
period. Mistakes made here are o
most irretrievable, many Of the pupil