Philosophy of Education Vol. 6 Ch. 10 Sect. 2

The Knowledge of Man
Pt. b Literature
Children age six began their literature study with Fairy Tales like Grimm or Anderson. The children are eager to narrate with vivid recall, these types of stories. Charlotte also used Aesop’s fables or Mrs. Gatty’s Parables from Nature with the same success.
Children ages 7-9 would begin having The Pilgrim’s Progress read aloud to them which they would then narrate from. Charlotte used a book called Tales of Troy and Greece which she would introduce at age 7 and continue to use each year through age 9. She would also add Water babies by Kingsly, Alice and Wonderland, and Just So Stories by Kipling. The children began to appreciate the great names of heroes like Ulysses and Achilles in an age that seemed to be breaking away from historical influences. By ages 8-9 the students were reading a great deal of the work for themselves. They individually read their own geography, History, and Poetry. The read alouds at this age consisted of things like Shakespeare’s Twelfth night, Rob Roy by Scott or Gulliver’s’ Travels from which they would narrate. This kind of schedule continued until 10 years of age. Teachers may have also included one or two books along the lines of a book entitled The Heroes of Asgard.
From ages 10-12, students would have more individual reading added to their work as well as a few more additional books.
All children read or were read the same material and took from it according to the individual understanding level. Nothing was “dumbed” down. Children who were bright naturally would take more from the readings than a child who was duller but that was ok. Each understood and took from it what they individually needed.
At age 13, the text, The History of English Literature was introduced. Students would read about 50 pages per term and the material would coincide with their history readings.
The object of literature study was not which author wrote during each time period studies but to read material from broad time spans to appreciate the living pictures authors give us of past time periods.
From ages 15-18, reading is more comprehensive and difficult. It also follows along with the History time periods they are studying. They would read things like: Popes’ “Essay on man” or Thackeray’s “The Virginians”. Narrations were still expected in the higher “grades” or “forms.”