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Show GENERAL SUGGESTIONS TO TlIE INSTRUCTOR 51 fell upon that word like a ton of bricks. If a reader really connotes, falchion will not come into his consciousness, for it is "his eye," (not "a sword with broad and slightly curved blade")-"jlashed like a falchion from its sheath." When that line is. read with under standing, the reader instinctively passes over the picture falchion, and visualizes how the "eye flashed"-like steel, falchion, or any thing else which may reflect light. Keep your detail and explanation always in the story. After an idea is understood and discussed, take care that the student realizes that this denotation is not the lesson, but merely digressive prepa ration for the lesson. Demand that the dictionary be used as a preparation for the lesson, but not as the lesson itself. Ideas should be kept in relation to other ideas, and in relation to the purpose of the whole. Take the one step beyond the stu dent's comprehension, but' do not force the pupil further until he grows up to the idea. Dare to give some things which may not be understood at the time. pletely to the It is a mistake to cut literature com pupils' comprehension. Good Literature. For the sake of right ideals, use only the best supply not only standards in as well Interpretation language, should include the training of the whole man, using a variety of material, and then translating this material bodily into living, breathing, energizing speech. We have great need today for the saving grace of humor and true entertainment. One wonders if the' "jazz" and "movie" spirit of the age is not a reaction from the hunger for true fun, for which we have been starved in school? in literature-such literature as will but moral and eesthetic ideals We are all eager for entertainment and fun. .. But we do not know what real humor is because we lack ideals of good fun. Educators have realized that the child of today has 'forgotten how to play, so teaching games both to children and grown-ups. It is just important to train the sense of humor as the sense of play, so we may know how to laugh, and where to laugh, and when to laugh. Discussion. Leave time in class for free discussion, in order to we are now as ascertain what the student comprehend. comprehends and what he does not But beware of smart students who would lead the |
