The Pickens sentinel. [volume] (Pickens, S.C.) 1871-1903, 1885-12-10

METHOD O| TEACHING LITERATIjRE.
now TO max" composition wiring
anu tho learning end rcci,ing OF selec-
uohS OF verse or prose interesting.
haVc long been among the most trying
OF tho teachers many tasks. TO add
profit to interest is simply to make tho
work so much tho m0ro diilicult If
repeat some OF NY own experiences, |
suppose L shall give y fair showing of
the trials of tho average teacher
For several years it has been the Gus
tom III certain school of NIiddlesex
county to give up Friday afternoon to
| general exercises. At this time tho
pupils declaimed, rected, or read, &c
cordlng to the choice Of tho individual.
Inc teacher commented on the compo-
sltlons presented, criticised the modes
or rendering the several selections, and
lhen tried to interest tho school in
readings or recitations Of his own. He
early remarked the desire of his pupils
TO select the pieces whose RENDERING
should excite mirth on the part of
those listening. Mark Twain and Pc
troleum V. Nasty found much moro
favor than Longfcllow and Whittier.
Coming to tho high school in Wor-
cester, found tho rhetorical exercises
in very peculiar condition, Monday
was the day devoted to singing and
these exercises. Necessarily it was 4
broken day. Pupils did not like the
exercise. and The teacher dreaded them.
| frequently their recurrence would bc
seized as al excuse to remain away
from school. Ii visit out of town was
contemplated, the pupil would often
arrange TO protract the stay over Mou-
day, thus avoiding compositions and
reading. Not one pupil in twenty con-
slucred the exercise otherwise than a
bore. The ultimate good to be derived
thcrefrom was So far in the future that
it was practically Invisible.
! After q time, TO OOvjate the dosultv-
ry selections that were commoni-
made, Professor lludson's two books.
Textbooks of Prose and Poetry, were
introduced. but these proved to be
quite too heavy. Few boys can appre-
ciate years study OF Burke and Wcb-
stcr, and, as for the poorly, it was bet
ter adapted TO those who have acquired
taste for reading than those who aro
in formative state. TO sum UP the
matter, it was difficult for the teacher
to ~ ouSe an interest in the work with
these books iii hand. | frequently met
boys who. having gono to college, said,
''ln college we ask no odds of our as
sociates in the classics, mathematics,
etc., but in writing essays and kindred
work we are far behindh
This was not Il pleasant thing for
one to hear, and early decided, if |
ever had the opportunity, would try
to remedy certain defects. Tho timo
came. What were the appliances at
the hand OF the pupilP The old range
of school readers, such books of
declamatory selections as had passed
down from generations of brothers.
sisters, and parents, with CARROTS 100
Choice Selections, all Of them, partic-
ularIy tho latter, we'll enough il q
teacher had ouly Il haIf-uozeu pupils to
direct and oversee.
A word ut this point on the old.
familiar expression, ''Speukingpieces."
L am one who claims to have derived
permanent benefit from committing to
memory the words of famous men, and
rendering tho same, before my fellow
pupils, to the Dest of my ability. In
! common with others of icy own dav,
ana with the children OF Il ialer time
IN addition TO much that WAS nonsense.
lcarned deai tilHt | should be loath
TO part with. The pleasure that de-
rived from ihr words of Emmct. Han
cock, Adams, Webster. ana Seward. it
would DC difficult to describe. His
0oyhood lacks something who has no
plcasurcaole recollection of "Hohen-
linden, The Death of NAPOLEON"
''The Burial of Sir John Moore" " Tho
Battle of Waterloo," and the scores of
other selections that, twenty-five years
ago. constituted the stock pieces in our
schools No amount of ridiculc over
the aWkWardneSs of the tyro, nor lling$
at the arrogance of tho boy who has
learned to do his part passablo. will
overcome the fact that every time tho
boy essays part that it is difficult for
him, and accomplishcs his undertake
ing, he is gaining confidence in himself,
an ability to face an audience, and at
the same time keep his wits about him.
| IcrhapS some of us have seen Sol.
smith Russell in his mirth-provoking
rendering OF "Bingen on tho Rhine"
a Ia the small boy. Wbilo | have
laughed loud and long at this, | have
| at tho same time thought that thcro
must have been Il time when Mr. Sol.
Smith Russell himself was as awkward
and bashful as tho lad whom ho dc
! lincated.
|
to an end simply. should think it the
height of folly for person to carry his
declamations no further than the learn
| ing and rccitng. In learning he will
haVo gained strength for more acquire
| mehtS, and he is all the time storing
| his mind with that which may on occa-
SION prove exceedingly useful 10 him.
over and above all, he has rs rule ac-
| CURED the ability to keep his tcct and
his wits at the same time. \ gentle
man. returning to the school where Il
large part OF his boyhcod was spent,
said: 81 can forgive ali the shorleom-
lngs OF this room save one, the fact,
that the master excused mo from my
| regular part in dcclamations Agan
and again. in my subsequent iifG, 1
have seen tho time when would have
| given thousands to have the confidence
In myself that my mates acquired in
this very room while speaking their
pieces. L begged off and was excused"
With this memory by me, | have vcry
rarely excused any pupil not imcapita-
I