"The Japanese Twins" is a story which gives a correct picture of the best phase of Japanese home life.
Like its predecessor "The Dutch Twins," the aim of this reader is to foster a just and discriminating respect for a foreign nation in whose history America has a keen interest.
Though the representatives of the Japanese race do not form an integral part of our national life, as those of the Dutch and many other nations do, yet the sympathy between the two countries is strong, and there is much to be gained by a knowledge of their manners, customs, and social ideals.
To make the reading of this story most valuable as a school exercise, it is suggested that children be allowed at the outset to turn the pages of the book in order to get glimpses of "Taro"and "Take" in the various scenes in which they are portrayed in the illustrations, thus arousing their interest. On a globe, or a map of the world, point out Japan, and tell the children something about the unique character of the country. The teacher will thus find no difficulty in relating this supplementary reading material to the work in geography, and the art teacher may find in it an opening for further illustration of Japanese ideas of art and architecture.
The text is so simply written that any third or fourth grade child can read it without much preparation. In the third grade it may be well to have the children read it first in the study period in order to work out the pronunciation of the more difficult words. In the fourth grade the children can usually read it at sight, without the preparatory study. The story appeals particularly to the dramatic tendencies in children, and this can be made an opportunity for lessons in courtesy in which social virtue the Japanese so excel. The use of the material for language and constructive work is also immediately apparent.
In connection with the reading of the book, have children read selections from their readers and other books about Japan and its people. Lafcadio Hearn's story "The Burning of the Rice Fields"(in the Riverside Third Reader) is an illustration of this kind of collateral reading. Let children also bring to class postcards and other pictures illustrating scenes in Japan.
The unique illustrations in the book should be much used, both in the reading of the story and in other ways. Children will enjoy sketching some of them; their simple treatment makes them especially useful for this purpose. Children will enjoy, also, making jinrikishas, fans, parasols, sand gardens, and sand pictures (where possible) and in painting the Japanese flags.
The book is printed on paper which will take water color well, and where books are individually owned some of the sketches could be used for coloring in flat washes. They also afford suggestions for action sketching by the children.
An excellent oral language exercise would be for the children, after they have read the story, to take turns telling the story from the illustrations; and a good composition exercise would be for each child to select the illustration that he would like to write upon, make a sketch of it, and write the story in his own words.
These are only a few of the many ways that will occur to resourceful teachers for making the book a valuable as well as an enjoyable exercise in reading.
