The Jasper weekly courier. [volume] (Jasper, Ind.) 1858-1922, 1895-11-08

The late report on the correlation
Of studies by Con missioner Harris
will open this subject anew and give I
"A starting point ior final harmon
Iz.ng ot the form and coEt,nt ideas,
boin D. which are essential to goOg
results. 4
The readcrS Will moi be driven
from the schools, but the custom
that prevails 20 generally OF sup
plvIng other Sct~ oi readers Tor sup
elementary reading will be aband-
oncd. Instead oi these additional
readers. vel. selected books, which
are longer or shorter literary wholeS,
will be used. The better readers
contain many literary wholes, that
have most valuable content; but
they are chiefly valuable Tor the
study OF literary fosms. The sup
Elementary Literature will be used
ior a different purpose In max
in conscious analytic study OF
the reading lesson, such a. Is out
lined by Mark Bailey and DIR. llar-
ri in Appleton : Re;l'iel-, the stu
dent l. acquiring power that is IN
dispensaDle to the easy and accurate
Interpretation OF any literary work.
In tins, while tile content cannot be
neglected the form Is the prominent
Object oi study. MIR. Bai!ey'> sug-
gc-lipns, in the series of readers
above mentioned, are especially
valuable to the teacher in gradually y
. unfolding to the child, as lie grows
up through the grades. the matters
oi stale, oi expression, of logical ar
ranycment, of arlI-tIc effect and
skill. and other things tnat may
be- vaguely felt by the reader but
are not seen. The analyses Of Dr.
Harris Sugg' t other things quite a
important Ia the thorough mastery
, 81 the lesson. s..ch u the verbal
f----s. the grammatical relations
tine historical illusions, and the like
(Ne write with memory dimmec
bv time and without refreshing !
b, "A present examination oi the-'
book-.) Now. in large meaning
9 of the word, these are all studle
OF form. while constant reference /
made 10 the content, which i tn
e thought and feeling thus f,rmed
| The ssl ect of igrn Il made proml
nent. while the Complementary sid
y of content is subordinate. Thi
: analy>l, i purely intellectual, ant
indispenSaI !e, a we have said, t
> the acquiring Of the ability TO readil.
= and accurately interpret llteratur
nj sight.
But supplementary reading
practice in the sight interpretatio
OF the content. The thought an
the accompanying aesthetic an
/ moral emotions absorb the soul AN
y direct CONSCIOUSNESS Of the form
lost, unless there j. jar which
D. felt bv some incongrulty or mad
u equacv in form. The movement {
the mind now j. predominant
O. synthetic, and il j. in this move
j. ment that aestheti- feeling an
ideals Of life and Of conduct mos
n naturally arise.
n Tie school must carry fcrwar
these two kinds Of discipline in q
immediate conjunction with eac
other a. is practicable. The pres
Z ent contention is that the best scho'
readers afford the best selection an
IN arrangement IF materials Tor I'll
I former discipline, and the best lite
arv works adapted to the chlld's q,
le vancement afford the best materi;
ut for the latter. The folmcr persue
n. to tie exclusion Of the latter WI
he sharpen the intelligence. wlthol
IL arousinr ideals Of life and purpos'
to achieve them. The latter re
: sued to the neglect Of the form
=, will waken ideals which will die o.
- for want Of a basis ot intellige1
conviction-a kind Of efferve-cir
nature without endurance. Co
+ tent without form j. blind. For
without content il empty. In 9th
- words. either is nothingof real val
without The other. In fact neitll
on is anything without the othe
'ut They are corrclative aspects Of o
M and the same thing.