any 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