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2i8 The Century of the Child
stand it and comprehend it without assistance.
Occasionally the task might be done in a short
time from one day to another, sometimes it
might take a longer period.
But this work would, as has been said, take
place ordinarily in the school. Purely literary
readings and books of a similar type must be
assigned for work at home, to be done during
a considerable length of time. For we all
know that the reading which has made a deep
impression on us was only what was read
freely; reading for which we ourselves could
set the time, place, and inclination. And since,
in this case, the important thing is the impres-
sion, not the knowledge, freedom is more im-
portant than in other subjects. Individual
initiative can be furthered by having the
teacher, as is done in France, explain in pass-
ing all words and subjects in a poem difficult
to understand. The teacher too should now
and then, by reading poetry aloud, stimulate
the desire of the scholar to learn more of the
same poet. A poem has the greatest effect
when it is presented unexpectedly. When a
history lesson is ended there should be read
aloud a passage from an historical poem.
Scholars do not forget either the poem, or the
episode handled in it, even if they forget everj^-
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