The Memphis appeal. [volume] (Memphis, Tenn.) 1886-1890, 1888-05-08
IYDIVIbUALITY IN WRITING

Master minds may influence and direct, es-
pccialy In carly efforts, but never control and
limit Gully NJ the writer asserts his own indiyid
uhlity can he make distinct and lasting place for
his work Edudri p. Roc on "The Element Of LBe
IN Fiction" IN The Forum.
There Il In this statement matter worthy
the serious consideration Of school teachers.
II we could count the number Of young pco-
Pile whose literary aptitudes have been de-
stroycd I'm the school-room, we are sure Il
would reach an astonishing aggregate. The
study Of English composition is not only
one OF tho most important In the curricu-
lum, but Il Is one which rarely receives the
attention on the part OF the teachers that
its importance demands. In those schools
wherein the system Of marking obtains
the danger OF blighting genius and misdi.
recting talent Is increased. When class Of
children on composition day" submit
their little essays, the teacher has before
him as many subjects OF special study rs
there are papers, and TO each he should give
the most critical attention. To de-
eide upon respective merit, hnv.
ing particularly In view grammar,
punctuation, chirogrnphy and spelling, in
ovitably leads TO mechanical work on the
part Of the pupils. Tho fact Is that the
composition" which Is most deficient in
the respects indicated, may be worthy the
highest award. The questions which should
be uppermost In the teachers mind, are
lis there originality Is there humor2 Is
there CLEAN Of individuality p When he
can discover qualities that indicate literary
aptitude, and with Il n disposition To lool,
et things through the writer's own ewes,
the pupil who makes such disclosure
should be most carefully treated. He should
not be averaged In along with anybody else.
lie should not be marked. Indeed, the
marking system should be abandoned In the
composition class, altogether. The pupil
who maniicsts git for getting at the hu.
morous side Of things, or for novel dcscrip.
tive. or for logical development, or for N.
tirical commentator, such pupil should
be nurscd morc dlscpcily than ever grrdcner
nurs.d flower. The teacher must SEQ 10
II that In the process OF rcc,ifyinr
blundcrs Of composition such gifts are not
dullcd, but that they arc quickcncd and
strengthened. The reading world Graves
originality and individuality II docs not
want Imitation, however close II may be Ia
the original. IL wants nothing machine
made. Il wants more llAwthorncs, more
Pocs, more Muifrccs, more Rilcys, more
Twains, more Hugos, moro Dickcnses,
more HAIRLESS, morc Longstrccts, more Tim.
rods, more Lanicrs, more Burnscs. These
aid not or do not write "by the book OF
arithmetic" Their works are dcyourcd, moi
parsed. To a child Of natural literary apti
tudc tho sohool'room may prove either q
hindancc or a hclp depending wholly upon
the degree Of wisdom the teacher may pos
scS-. So many OF the most popular written
In American literature have been scliedu
Gated that the suggestion ha.becn made that
the school-room is fatal 10 gchius. but this
Is not true by any means II Is the pao,
where genius should be taught 10 handle IN,
tools Of IT, trade, rs one might say. tn,
school.room will prove fatal, however II th,
pupil be not allowed free exercise Of hi
gifts. even nj the risk of making himself
absurd sometimes and shocking the sense o.
rigorous proprlc;y. II the gift be IN
doubted, confidence should be stimulated
Models should DC proposed with scrupuloui
regard to the preservation Of individuality
The instant that pupil Is seen to. forge
himself In his copy, that instant should IN,
model be withdraw. Cultivation must b,
OF that character which, In developing
the leaf possibilities Of the rose, doe
not rob u Of H. fragrance. In Jane,
whiicomb Rilcy's The Absence OF Littl,
Wesley" printed IN the My Century is thii
couplct
Aud to think us, 10 sold him for his c,cflasiln
noise.
When only rictolleci him a. the best Of ll,u,
boya"
The phrases are very plain but We know
they come directly from the poets heart and
that they start the tear IN the eyes Of The
reader Did poet ever utter tender scnti
mcnl IN more effective way9 We thinl