WHAT ARE PROVERBS? 151 allowed to fail on this exercise, or to fall short of the best of which he is capable. In discussing, correcting, and improving the children's stories with them, pay attention not only to the form, spelling, punctuating, and paragraphing, — but also to the ideas and their arrangement. In ideas and in the arrangement of ideas, the children's stories should be modeled on The Farmer and the Bird. IX (248). What are Proverbs? The fables to which reference is made are among the most common of Æsop fables. They should be familiar to every pupil; make sure that they are by having each one of them told briefly and in a way to bring out clearly its relation to the proverb with which it is associated. Have the children give as many of Poor Richard's sayings as they can. A copy of Poor Richard's Almanac would interest them. Here are several of its best and most often quoted proverbs: I. A word to the wise is enough. 2. Sloth makes all things difficult, but industry all easy. 3. He that riseth late must trot all day, and shall scarce overtake his business at night. 4. 5. Laziness travels so slowly that Poverty soon overtakes him. 6. If you would be wealthy, think of saving as well as of get ting. 7. What maintains one vice would bring up two children. 8. Many a mickle makes a muckle. 9. A small leak will sink a great ship. 10. Fools make feasts, and wise men eat them. II. Buy what thou hast no need of, and ere long thou shalt sell thy necessaries. 12. When the well is dry they know the worth of water. 13. Pride is as loud a beggar as Want, and a great deal more saucy. 14. It is hard for an empty sack to stand upright. 15. Dost thou love life? is the stuff life is made of. Then do not squander time, for that X (250). Origin of Proverbs Proverbs meet with universal and unquestioned acceptance because they are the pithy expression of the truths of every one's experience. There are probably few children of twelve years who have not had repeated experiences fitting them to appreciate every one of the proverbs given in this exercise. Because of this, these proverbs will prove most effective in revealing to the children themselves the significance of their experiences. Discuss the proverbs freely with the children to make sure that they have this effect. As a result of such discussion, every child will find that he has a wealth of ideas that he can express in language; the definite requirements and the suggestive outlines of this exercise will help him to arrange and to present his ideas interestingly. Read to the children The Story of a Proverb, by Sidney Lanier. Do Do you know Louisa M. Alcott's book, Proverb Stories? WRITING A LETTER XI (253). Application of Proverbs 153 With skillful guidance and encouragement, this exercise will prove most interesting and not too difficult. It requires real thinking on the part of the children; this is its great merit, and this it is that makes it interesting. Children delight in the exercise of their powers of thought just as much as they do in the exercise of their physical powers. In both cases their pleasure depends upon the success of their efforts. XII (255). Making Proverb Stories XIII (256). Writing Proverb Stories XIV (257). Writing Proverbs from Memory In the conduct of these exercises follow suggestions already made for the conduct of similar exercises. XV (257). Writing a Letter The suggested conditions calling for the writing of this letter should make it easy for the children to write interestingly, with individuality. They also have an opportunity to apply tactfully a bit of proverb wisdom which, as a result of preceding exercises, must be prominent in their thoughts. Before the children write, discuss with them the circumstances under which they are writing, and try to get them to put themselves in the place of John Smith, so that they may appreciate his feeling and the effect that anything they may think to write may have upon him. The children should be made to realize that they are writing this letter wholly for John Smith's sake, not in their own interest. Hence, they must strive to write a letter that will have a good effect on John, that will give him, possibly, definite suggestions, but certainly courage for future contests. When the letters are read, for criticism, correction, and improvement, let this question be asked concerning every letter: What effect will it be likely to have on the one who receives it? CHAPTER NINETEEN ABOUT CLASSIC, MODERN, AND ORIGINAL MYTHS AND FAIRY TALES, TRUE STORIES, AND QUOTATIONS I (259). Myths: Their Origin THIS lesson is intended simply as an introduction to the subject to give the children information necessary to the understanding of the source and nature of myths and to quicken their interest. Read the lesson with the children; discuss it and supplement it. Let the children tell all the myths they know that are suggested in their book. They must have read some of them in their readers. It will be a great help to have at hand the three books of myths suggested in the pupils' book. Interest the children in these books, by reading from them and by letting children read from them, so that many of them will read them at home. This will give them command of a rich fund of literary material-material that has been freely and repeatedly used by great writers. When possible, show the children pictures of gods and goddesses. Not only in this section, but throughout this |