Indirectly, all that is said on the teaching of reading in this and other volumes bears upon language, and you are earnestly urged to consider it all carefully in that light. More directly, what has been written herein on the subject of conversation lessons and oral language is a necessary preliminary to any discussion of written work and should be used freely in the assignment and preparation of subjects for written exercises. The outlines for study in reading and the outlines of the oral lessons are easily modified to become very satisfactory outlines for compositions. The selections recommended for oral lessons are all adapted to written work.
Narration. As in other instances, however, it here seems wise to give a few suggestions specifically for the written exercises, and as a basis for such suggestions we will take selections from Journeys Through Bookland.
Robin Hood has been an interesting character for many generations of schoolboys, and among the ballads concerning him (Volume III, page 436) are several good selections for reading aloud. Most children know something about Robin Hood and many of them have read full accounts, yet probably the old ballads are not familiar. The note on page 436 gives information about the ballads and tells what it is necessary to know about Robin Hood himself. Suppose we take as a subject the ballad on page 444, Robin Hood and the Stranger. The notes explain peculiar expressions and give the meanings of obsolete words. There is a manly, rough-and-tumble spirit in the ballad that boys like, and it is clean and wholesome, as well.
Read the ballad to the children, explaining the more obscure words and phrases as you go along. Encourage the children to ask questions whenever they do not fully understand. Talk freely until you have made everything clear and have secured interest. Then read the whole ballad without interruption. Read with expression and enthusiasm. Show the spirit and virility of the men.
Then by questions bring out the facts of the narrative in logical order as they appear, and have each child copy them for himself. They constitute the outline each is to write. Adapt the outline to the age and acquirements of the child; make it as full or as brief as you please, but make it logical and complete. Let it be similar to the following:
1. Robin Hood goes hunting.
2. He meets a well-dressed stranger.
3. The stranger kills a deer by a remarkable shot with his bow.
4. Robin Hood invites the stranger to join his company.
5. The stranger threatens Robin Hood.