2. LITERATURE IN THE GRADES
Reading and literature distinguished. A country school-teacher once abruptly stopped the routine of daily work and, standing beside her desk, told the story of the maid who counted her chickens before they were hatched. One of her pupils, who is now a man, remembers vividly how the incident impressed him. Although he was in the second grade, that was the first time he had known a teacher to stop regular school work to tell a story. Immediately the teacher was transformed. She had been merely a teacher, one of those respected, awe-inspiring creatures whose business it is to make the school mill go; but the magic of her story established the relation of friendship between teacher and pupil. She was no longer merely a teacher. If the story had been read as a part of the reading lesson, it would not have impressed the pupil greatly. It was impressive because it was presented as literature.
A clear distinction should be made between reading and literature, especially in the primary grades. In the work of the reading course the pupil should take the lead, being guided by the teacher. If the pupil is to progress, he must master the mechanics of reading—he must learn to pronounce printed words and to get the meaning of printed sentences and paragraphs. The course in reading requires patient work on the part of the pupil, just as the course in arithmetic does, and the chief pleasure that the primary pupil can derive from the work is a consciousness of enlarged power and of success in accomplishing what is undertaken.
In the work with literature, however, the teacher should take the lead. She should open to the pupils the magic treasure house of the world's best story and song. The literature period of the day should be the pupil's imaginative play period, bringing relief from the tension of tired nerves. The teacher who makes the study of literature a mechanical grind instead of a joyous exercise of imagination misses at least two of her greatest opportunities as a teacher. First, by failing to cultivate in her pupils an appreciation of good literature, she misses an opportunity to make the lives of her pupils brighter and happier. Second, by failing to realize that the person with a story and a song is everybody's friend, she misses an opportunity to win the friendship, admiration, and love of her pupils. The inexperienced teacher who is well-nigh distracted in her efforts to guide forty restless, disorderly pupils through the program of a day's work might charm half her troubles away by the magic of a simple story or by the music and imagery of a juvenile poem. Her story or poem would do more than remove the cause of disorder by giving the pupils relaxation from nerve-straining work: it would help to establish that first essential to all true success in teaching—a relation of friendship between pupils and teacher.
Culture through literature. He was a wise educator who said, "The boy who has access to good books and who has learned to make them his close friends is beyond the power of evil." Literature in the grades, in addition to furnishing intellectual recreation, should so cultivate in the pupil the power of literary appreciation that he will make good books his close friends. The child who has heard good music from infancy is not likely to be attracted by popular ragtime. The boy who has been trained in habits of courtesy, industry, and pure thinking in his home life, and school life is not likely to find pleasure in the rudeness, idleness, and vulgarity of the village poolroom. The pupil who is taught to appreciate the beautiful, the true, and the good in standard literature is not likely to find pleasure in reading the melodramatic and sentimental trash that now has prominence of place and space in many book stores and in some public libraries. It is the duty of the teacher, and it should be her pleasure, to cultivate in her pupils such a taste for good literature as will lead them to choose the good and reject the bad, a taste that will insure for them the culture that good literature gives.
Selection of material. In choosing selections of literary worth to present to her pupils, the teacher should keep in mind the pupil's stage of mental development and she should not forget that the study of literature should give pleasure. Often pupils do not like what moral writers think they should like, and usually the pupils are right. Good literature is sincere and is true in its appeal to the fundamental emotions of humanity, and an obvious attempt to teach a moral theory at the expense of truth is no more to be tolerated in literature for children than in literature for adults. The childhood of the race has produced much literature with a true appeal to the human heart, in the form of fable, fairy story, myth, and hero story. Most of this literature appeals strongly to the child of today. For several hundred years the nursery rhymes of "Mother Goose" have delighted children with their melody, humor, and imagery. As literature for the kindergarten and first grade, they have not often been excelled by modern writers. The task of selecting suitable material from the many poems, stories, and books written for children in recent years is difficult, but if the teacher has a keen appreciation of good literature and is guided by the likes and dislikes of her pupils, she probably will not go far astray.
Supplemental reading. If the teacher examines the juvenile books offered for sale by the book dealers of her town or city, she probably will discover that most of them are trash not fit to be read by anyone, and she will realize the importance of directing parents in the selection of gift books for children. A good way to get better books into the book stores and into the hands of children is to give the pupils a list of good books, with the suggestion that they ask their parents to buy one of them the next time a book is to be bought as a present. Such lists of books also will improve the standard of books in the town library, for librarians will be quick to realize the importance of supplying standard literature if there is a demand for it.