The Forrest City times., 1906-04-27
as obey DO partIculaH

simple stories as obey no particular time or place. as ohildren's rhymes and fairy stories. then through the legendary incidents that make his tory more Teal than facts 10 the actual incident in which the pupil Iearns GUS toms and manners of a given period. Such subjects as Mistress Mary, Quite Contrary Simple Simon Jack and the Beanstalk." Hop O Ny Thumb. many of the Grimm brothers fairy stories. Wilmington and His Cat. King Alfred and the Cakes Joan of Arc" the mother of the Gracehi. are of a character that is possible for the pupil to treat for their simplicity and because they appeal to his imagination.
 We will take few as examples for treatment:
 The north wind doth blow.
 And We shall have snow.
 And what will the Robin do then7
 He U sit in the barn
 And keep himself warm.
 And hide his head under his wing,
 Poor thing.
 First teach the pupil to see his mental picture clearly. All children are not able 10 see this mental pic ture in definite form. As shown in several sets Of examples they were often diffuse in thought and their drawing ran over their paper with- out a framing boundary It is sup posed that what was then said. to- gether with practice. has made the ex- pression more concise. yet this clear compact mental picturemaking must be constantly cultivated
 Go over the story in such manner as 10 give the component parts of the picture due consideration, yet look at t from the picture standpoint of elim- mating all but the necessary and agreeable details which would make a pleasing completeness
 The north wind and approaching snow may be a wind-sWept landscape. 4 bit of yard to a farm. apple trees. a fence or hedge and. for the text of the story. a barn. Of course a robin. the subject of the story. and perhaps the questioner. mother and a child or two children
 Hints to Teachers.
 This. of course, is not the only interpretation. but is an interpreta- tion, and will serve the purpose for method of treatment Let Us give the symbol forms. as We have been in the habit of presenting them with combination Of those forms in sin. pie geometric treatment. then with these forms in combination treated in the freer manner described in the last article. With ihe development Of the pupil in this freedom of expression in line and form a greater freedom in the Use Of the symbol forms and their combinations may be permitted.
 After a few pictures have been made with given symbols and suggest ed combinations let the pupil invent his own symbols and work out his own combinations without the teach CTS suggestion. Picture in this man. her the story of Cinderella Guard against scenes that judgment would pass upon as too complicated for pres ent ability 10 cope with. Such would be the coach and four and the too in- trieate ballroom of the prince, These aan be led up 10 by treating the sim pier and possible ones in the man. ner and with the material now with in usable grasp The teacher should tel the story in a graphic manner when he symbols are left to the pa- pils' invention drawing in words the cha ~z@te~S Their dress and Sefting The Imagination ot he young is easy 10 fire if il AaVe inc We5l-selected eie- renes ot acton and tae carefully ehes5n details t7 start t.