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270 The Century of the Child
easy book, he ought to work through one
book after another, with the help of a diction-
ary and explain in his own language ex-
tempore what he reads. In this way is laid
the foundation of a knowledge of literature,
not the ready-made opinions of the histories
of literature. Both in their own and in for-
eign Hteratures, the young must be lead to
reality, not, as now, to its copy; to the sea, not
to the water pipe. While the teacher is di-
recting the study of language, he should try
at the same time to help the scholar to a definite
choice of books, and his choice should if pos-
sible be brought into relation with other sub-
jects. So he will recommend literature
connected with historical, scientific, or geogra-
phical study. Afterwards he will give a gen-
eral analysis, and will read a passage aloud, or
will encourage the scholar to read some fav-
orite poem. But all poetry mongering—such
as hacking a poem to pieces by divisions into
strophies and sections—is to be forbidden.
Since childhood is the best time for securing
the familiar use of languages, after parents
and teachers agree which scholars shall take
up languages, children so selected will study
English and French, each for two years suc-
cessively, then let them have two years of Ger-
J
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