The second observation has to do with the telling of the story.
Naturally it should be well told. But the story hour should not be one
of mere telling. The child, in addition to listening to the story,
should be given opportunity to express its reaction to the story
told--should be directed in discovering the avenue through which it will
carry into action the emotion aroused by the story.
2. _The "Reading 'Round" Method._ The old idea of a class coming
together and sitting through a process of reading in turn from the one
book in the class as it was passed about is largely a thing of the past.
Let us hope that the day when neither teacher nor pupil prepared his
lesson is gone forever. Surely "reading 'round" is a poor substitute for
preparation. And it clearly is a dull, routine method of procedure. But
there was one merit attached to it that is worthy our consideration. It
did bring the scriptures into the hands of our pupils. Whatever method
we may follow, this contact with the actual word of the Lord is a
valuable asset. We cannot advocate resorting to the old notion of
"reading 'round" as an apology for a recitation, but we can well point
out the merit of seeing to it that pupils see and read the scriptures.
If the lesson can be so conducted that reading is indulged in as a
supplementary laboratory exercise--a turning through of gems that entice
the reader to make further study of the book--then reading can be made a
very valuable factor in the teaching process.
Pages:
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180