But, on the whole, the narrative, or story, offers, under present conditions, the only practicable center for correlation in the first school year. Especially since, at this period, formal number work and science proper are at their minimum. For the language arts,—reading, writing, spelling, exercises in oral speech,—it is the natural medium. The aesthetic arts,—drawing and music—and even construction work, can be correlated here without undue violence to instruction as an organic unity. This material, too, furnishes at least a point of departure for what is known as nature study. It will find abundant inspiration in the animals, plants, and natural objects alluded to.
From what has been said, it will be seen that the stories are to be used as a medium of instruction, not just told and enjoyed. They are to be regarded as subject-matter to be assimilated and expressed. They provide a content by means of which the various school arts may reverse their usual direction and become, so to speak, centrifugal—the spontaneous outflowing of the self.
Merely telling the story does not exhaust its possibilities. It should be made a means for the exercise of the entire round of childish activities. Unless the understanding is enlarged, the sympathies widened, the ethical sense deepened, and steady advance made in all lines of technique, the teacher will miss the true aim.
IV.
SUGGESTIONS.
The manner or method of presenting and using the material is based largely on Herbart’s “Formal Steps.” Though an effort has been made to get away from their rigidity, no teacher can afford to become hampered by the requirements of a too rigid system or a too formal method of instruction. Yet there must always be a consciousness of what meets the demands of educative instruction. Apperception, or learning, takes place under certain conditions only. These conditions must be met.
THE TREATMENT.
It is not the intention to give a list of set questions whose form and order are to be rigidly followed. It is difficult to fix upon the precise point where such questions cease to be helpful and suggestive and begin to trench on the legitimate province of the teacher. In order to avoid this unpardonable sin, the treatment of some of the stories has been elaborated quite fully, to show the work entire as it has been given to children; while that of others has been outlined, noting only the main points to be brought out and leaving the form of presentation largely to the teacher’s individuality.