Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-08-25
WHAT TO READ.
Phase of Literature Work in Secondary
Schools.
By Ressso AieEraa Of Eaghh Lhah and Aae"
LasenaRei " .fg,ioaHatai CoASgc

It's assumed In this discussion, It
That young people who have learned i'
read, will busy themselves with some sor
Of literature; and that unless some wis'
direction is given them, they will b.
content with what Is Inferior, even !
they do not select much that is positive
~ pernicious. The authors, publisher.
and purveyor OF cheap, froihy, scusa.
tional stuff are wide awake and enter
tanning. and their worthless wares
food the market, hiding much that IS
superior; (3l Secondary schools, high
schools. academies, preparatory schools,
usually offer several PARALLEL courses OF
instruction, In only one Of which the
systematic study Of literature Is per.
sued, and this course is chosen by only
a small part OF the students in the
whole school; % Pupils in the classical
scientific and modern language courses,
should have some direction as TO what
10 read and how to read, and put To a
way to learn the essentials OF the
various forms Of literature lil Liicr
iure Is the most important study per
sued in any school, Il continues
through lie. No matter what occupa.
ton men and women follow after lclv-
ing school. they continue to read
Foreign languages are generally aban.
doned with school days, mathematics
thought Of in practical lie but by few;
scientific principles seldom reverted TO
save by specialists but all alike read.
The influence Of literature on the
mind Of the reader Is more powerful
than that Of any other study. The
mind rises or SINKS to the level OF iis
accustomed society. The quality OF
what is read affects By reaction. the
quality Of the readers thought. Con.
tinual familiarity with the gfandcsi
thoughts, the most lofty and most deli.
cate continents, the most refined mcdi.
tatons OF the good and wise OF al! age,
cannot tall to enlarge the mind, cult.
vate the taste and elevate the ideals Of
the reader The only certain cure for
the evils arising from no reading at all,
as well rs from the reading OF pcrnic.
iou3 literature, Is the development Of
taste for what is best In books, aud the
power to appreciate and appropriate IT,
~.
Concerning the work OF regular litera-
tufe classes, little need be said. Two
things, however, should be borne ia
mindi (il a clear understanding of what
~ a "A.
outset, that teachers may intelligcntly
plan, and pupils iniclligcnuy and profit
ably follow the study; and (7l The
minimum OF literary history and bio.
graphical facts should be gwen, aud the
maximum Of good entire texts be made
the subject Of careful, critical study
Because most subjects are taught
from single books, pupils are liable to
think. that having gone through" an
elementary history oi literature, they
have finished the subject Cases are
not unknown where both teacher and
pupil have thought the contents OF
such books TO be literature. II can not
be too plainly stated aud pefslsten,ly
repeated, that literature Is the sum Of
the great thoughts and worthy senii-
mentS Of all men In all lands
and all ages, thoughts and seuti.
ments OF universal interest, expressed
In style worthy OF their permanent
preservation. With this notion clearly
In mind, pupils will see that the study
oi literature is the business, not of d
few briei terms Of school, but Of life.
time.
A good start may be made in this
study, u tot all grades In All courses
literature is made the basis OF the
rhetorical exercises. Most pupils have a
horror for the conventional rhetorical
day" Teachers do not always anuci.
pate that occasion with exquisite pleas,
ufe. What teacher does not remember
practically 10 have had TO write the
graduating exercises OF pupils who ioi
years have written competition" and
spoken pieces" every month or oltenefi
In the method proposed, teachers may
ind enjoyment, growth, satisfaction
and pupils becoming familiar with d
lew literary masterpieces, may directly
and indirectly acquire greater elOcu'
tlonary skill, and develop and more excel.
lent literary style, than by vastly more
work and worry IN the old way. The
plan OF work involves consideration
Of three things: the teacher, the text,
the method OF study.
One reason for the uniformly unsatis.
factory result VI rhetorical work, Is that
II Is commonly considered sort OF
"addendum" aud Is distributed TO
various teachers who have neither taste
nor tact In this direction Like pupils
they consider determinations and ESSAYS
bore, and contribute their share to,
ward making them such. The first step
toward reform is to put this work on
the same basis as any other school
work-to give tia regular place In the
daily program, like other studies, and
commit It 20 a teacher selected ior
special skill. To be successful, the
teacher must have a wide knowledge OF
literature, so as not TO depend ON the
common compilations Tor his material
to work with, but be able to select tor
himself. lie must have taste, TACT and
skill. Tie must be able to appreciate a
good thing himself, and TO Interpret il
10 his pupils. Above all he must be
enthusiastic to the limit OF his physical
energy, and possess the rare power OF
awakening the enthusiasm OF his class.
Add 10 these requirements the
energy that never flags, the courage that
never ialters, and patience TO wait lot
results, and one condition OF successful
work Is met.
The next step is the selection OF suit,
able material as basas Tor the work
No mere extracts, should be used,
but always entire masterpieces. Nothing
should be chosen but what Is interesting
la useli-eKcellent In thought, senti
ment and style, Every selection should
be typical OF some form Of literature