The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1898-11-21
TALKS WITH UTAH EDUCATORS
NUMBER 4.
LITERATURE IN THE SCHOOLS.
By Miss Carrie L. Paine, Salt Lake High School.

most live questions, there is much to be
said on either side; and the earnest con-
testants lose sight of the probable fact
that the truth lies near the middle
ground. The classics have been for cen
turtles the source of splendid culture, but
they have also been the occasion of much
pedantry and narrovness. Only when the
classics are studied as living literature,
instead of dead languages, can they fos-
ter the growth of mind.
We certainly owe much of culture and
mental discipline to the classical learn
ing; but can we doubt that our own
literature, if studied with the same care
and thOrOughneSS, would prove as effect
i've IN stimulating the minds activities?
1t certainly is far more effective in rails
ing the popular ideals of mental culture.
Even children of parents whose standards
are very low may have their Ideals ele-
waited, their judgment and reason
strengthened through a gradually groW-
ing interest in good reading.
That literature can be so taught as
greatly to increase the power OF memory
no one will deny. Too much reading Of
a superficial character tends to weaken
the memory, but in the schools we are
not often led into that danger. 1t is not
the reading of many books which is so
disastrous to the memory. 1t is the kind
of book trashy and ephemeral, leading
to a superficial Swimming of the contents
instead of reading, that brings about an
atrophy of the power of memory. Care
full, appreciative reading of books that
really interest the reader. with frequent
memorizing of choice passages, strength
ems the memory by use, even as the mus
cleS are made strong through exercise.
Such reading and memorizing also stores
the mind with wealth that will be a
more unmixed blessing to the fortunate
possessor than will Klondike gold to the
successful miner.
AS child passes from the intermediate
to the secondary stage of education, he
may be gradually introduced to reading
which makes more of a tax upon the in
tellect. Historical papers may take the
place of biography while speeches and
essays can be appreciated even by pupils
in the first grades of the High school.
Not only do the speeches of such as Web
ster or Clay stir. the blood of the budding
patriot but they stimulate him to
thought, and that is the best thing the
schools can do for him.
1t seems to me that much of practical
logic may be taught and habit of strict
reasoning acquired by making analyses
of such examples of augmentation.
Pupils who are old enough TO find pleas
ure in reading Bacon will be interested
in tracing out exactly the arguments in
his brief essays and In making written
abstracts OF them. To lead the pupil to
recognize, by means of such written alb
stracts that orderly arrangement is the
very soul of exposition and argumenta-
ton is certainly to develop his reasoning
faculties.
- AS he comes to enjoy the reading of
history the pupil begins to reason from
reading is not put upon memoriZing facts
as must be the case in his history lesson
but upon a realization of the meaning of
these facts and of their place and infiu-
veStigateS the causes which have led to
certain events, and the results which
have followed in their train. From such
reading his Judgment Of men and affairs
becomes gradually less crude and imma-
ture, and he acquires finally the ability
to draw just conclusions from the. events
in the midst of which he may be placed.
But such results cannot be attained at
a single bound. a course of literary
training, to produce real culture, must
not be limited to a year or two in the
High school. 1t must begin in the primary
school and continue for every pupil until
he is graduated from the senior class.
For literature to be an effective instru-
ment for Intellectual development, it
must be exactly adapted to the individual
at the different stages of his growth. The
golden rule to follow is that OF interest.
Unless a book interests one it can but
little benefit him. The mind, like the
palate, instinctively rejects dfstastefuI
food. Much harm is done by forcing
pupils to swallow mental food far beyond
their powers of digestion or assimilation.
g g q
The High school graduate who has
passed through such a course in literature
will find that it has helped fit him for life
as it may come to him. He will be the
better farmer or mechanic, because he
has had glimpseS in the lives of many of
our noblest citizens of the true dignity of
labor He will be a more contented citi-
zen. because he can judge of the true
value and trend of events, and has re-
sources within himself which will bright
en- the darkest days that may come to
him. If it be his lot to follow one Of the
learned professions. then his knowledge
of literature builds a foundation upon
which to rear his superstructure of pro-
fessional study. Be ne who or what he
may, he can never regret the swift-hying
hours passed in that charmed circle of
the master minds of many ages. His life
viii be fuller, richer for having stepped
within it, and he cannot pass without it
if he would. 1t holds him with an ire
sistible persuasion.
Blessed are You. because. as Ruskin
says: "All the while this eternal court
is open to you, with it's society wide as
the world. multitudinous as its days. the
chosen and the mightiest of every place
and time.