Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-08-25

D 10 MNniW smart VI iWtAhilNhl WIN -
/ generally assigned can hnd time to
I make Themselves sufficiently acquainted
with general literature 10 do te best
| service here, even % they have the taste
I and tact Tor such work
The method OF study will have much
10 do with the kind aud measure u C.
suits. (I) The selection may be used
as m ordinary reading or language les.
son, attention being gwen 10 details OF
pronunciation, accent idchnition and
allusion, and perhaps somewhat to
grammatical construction and rhetorical
hgurc. The FIRST OBJECT TO be attained
b. clear, definite, adequate understand
ing OF the authors thought and sent.
mcnt ts) The teacher may tell enough
about the author, the occasion, the clf.
cumstanccs OF the composition IN hand,
TO e'aSic The class to catch It's real
spirit The pupil must as Ear as posi-.
bic be put in the authors place ,5I
Then he Is ready FOR recitation, dccla
nation, reproduction or imitation. ll
u time permits, two or more pf0duC'
tons Of the same type may Be thus
studied and when from thorough study
and comparison, the whole Is perfectly
familiar Il may be taken up as a form Of
literature, speech, story. poem, essay,
biography play history, novel.
W.
This Is a perfectly practical matter,
aul a little specific detail Is worth any
amount ci general statement. The de.
tailed suggestion Tor one kind OF htera.
tufc may stand ilr all. The primary
object OF the earlier exercise being To
develop a just oral expire sion, orator..
cal productions may naturally be used
hnL Happily our own literature IS
rich In tnis department Some Of
Wcbsier's speeches, edited Tor school
use, are excellent Any OF the volumes
OF American OrauUns' edited by Pre-.
sident Adams, afford models. The
chici point to keep In view h., the
speech must be a 2 and one, worthy Of
devoted, prolfaetcd, critical study, aad
Il must be studied entire. The shorter
speeches frequently compiled from
Shakespeare are excellent Tor their
splul, aud for awakening a further in.
tcfest IN the study OF their matches
author but they are not typical ofations,
they are mere fragments, except An.
tony's speech. After being read aud
detained they answer our purpose no
further. Their use would be only Ihe.
toucaL
Let one Of these speeches be studied
IN the method already indicaled-read
carefully. critically. all every word,
phrase, construction. TACT aud allusion
Is thoroughly understood Then let the
teacher supplement the Information
given about the author in the books
used, with such additional facts AS will
awaken the interest and sympathy OF
the pupils; specially let the whole
scene-with all OF the circumstance
II the delivery OF the speech be mad,
absolutely clear aud vivid. The pupil
must be made TO see things from ths
orators point Of view. They must moi
only compfe bend his thought, but ice
his emotion. To this end they mus
know the occasion, the purpose. IN,
motive, the effect, all the circumstance,
OF the and the composition and IN,
uueranee OF the speech.
Now u may be effectively detained
Let paragraphs be assigned to diiicrrn
members OF the class Tor this purpose
and let them listen to each other, pool
open, and pencil IN hand. let criticism
be Tree aud Il will be friendly. Mis-
takes OF all kind-pTonuncialion, &C
cent Cadence. intonatlon, infection, a,
well as quality, pitch and force OF voice
aud rate vi utteTance will be detected
and corrected. By the time the speect
has been thus read AMI acclaimed, ant
Il may be used IN the composition elias,
to illustrate capitals, punctuation, ar
rangement oi sentences and paragraphs
as well as IN the rhetoric class 10 illus
uate figures, and qualities VI style-r
/ Will be, ought 10 DC, pretty well hXed IL
the pupils mind.
Now q may be taken up as form oil
literature, aud carefully studied as an
GRAFTON. What is oraioryi What an,
suitable subjects and occasionsi How
does oraIorlcal style ditigr from ord,
mary prose stylgG What are the essen,
tails Oi speech WHAT IS expo,,tioni
, E1pucltlonp Argument Convection
Persuasion VIVA, are the kinds OF
/ afgumentAl The best order OF using
memi How may the feelings OF an
! audience be best Teachedf VINO nave
been tie greatest orator and what Ina,
been the reasons OF tneiT SUGGEST
What are the most famous orauous Al
all litefaluTes' Let such questions be
fully answered, and pupils will get a
pretty clear notion OF the elements OF
this class Of literary productions. And
besides they will have IN mind a model
10 follow, when later IN their course oil
study they must present speeches before
their fellows, OF where In active lie they
are called upon 10 address their fellow.
citizens IN deliberauyc bodies or on
public occasions,
This form OF literature may be fol,
lowed by the prose story, or description
narrative poetry, Characterization IN
prose OF verse, biographical aud critical
essays, lyric aud dramatic poetry
| literary ioums, models Of which are moi
too extended, like history, fiction, epic
poetry,
Following this plan for four years, the
usual course. what do We accomplish
We make rhetorical work a part oi ouI
curriculum; We put IL on a sound basis,
We give it over into competent hands.
We avoid the waste OF time aud the cor,
rupting of taste through the use OF the
[ common, sometimes comic, lreqeently
coarse, speakers" we give pupils
something TO say IN their essay work.
before asking them TO say IL; we cult.
waite the taste by familiarity with the
| choicest literature, we have told pupil,
what literature really Is, and made
them acquainted with ils chief forms.
we have given them a criterion OF taste,
and u our work has been faithfully
/ done. We have given them such o love
Tor what Is best tn books, what Is good
and true, and beautiful. that they may
be safely trusted to explore alone the
vast leids OF letters, ana feel no aItrac.
ton toward cheap, empty trash. or sen,
sauonal denominations.
The tenth international Amefi-1nigt