Shoshone journal. [volume] (Shoshone, Idaho) 1884-1931, 1903-11-06

at English literature but the prln-
cipal American authors should be
studied.
Among those studied + would
Observation-Disclosures
hy;;" Cooper's Last OF the Mohi-
cans" Bryant "To a Waterfowl"
"Thanatopsis," "To Fringcd Gen
tan" and THE Fore-t Hymn"
Poe "The Raven" "MSS, Found in
Bottle" Longfellow "Evangel-
inc; Hyperion" Whittier Snow
bound, and minor poems; Irving
Essays from the Sketchbook and
the life of Washington; Webster,
Bunker Hill Orations," Emerson,
Essay on Compensation" "Ameri-
Scholars" Fortune of the Repub-
lic," Holmes, "The Last Leaf"
"The Chambered Nautilus" Aut-
oerat OF the Breakfast Table," Low
ell, An Indian Summer Rcverie"
"Vision of Sir Launfal," Forest
Hymn" Hawthorne, THE Gray
Champion" THE Scarlet Letter"
In three years course part OF
the last year may be devoted to
three or four Engli-h writers as
Chaucer, Spe ncer, Shakespeare,
and Scott. In four years High
ScAool Course, American Litera-
ture may be pursued through the
junior year, and Engl sh Litera-
ture through the senior year. A
suggestive outline for years work
in English Literature would be:
Chaucer Canterbury tales, Spenser
Cantos 1, II, and III of his Fairy
Queen; Bacon's Selected Essays,
Shakespeare, Julius Caesar. Mer
chant OF Venice, King Lear; Milton
parts OF Pa adise Lost; Dryden,
.Alexander's Feast" "a Laymans
Faith" Pope Essay on Man."
Burns, "Cotter's Saturday night"
For A That" ITO "a Mountain
Daisy" Scott, Lady OF the Lake,
Ivanhoe; Tennyson,
Locksley Hall, The Princess. In |
,hese outlines much more work has |
,een suggested than could be in
| tual class reading, but it is pre-
,umed that par of the reading is
% be done at home and rep rted
IN in class
II books such as THE Last of the
Hyperion" or "Ivan
zoe pursue this plan. Pupils are
a certain number of chap
ers for a weeks home re. ding.
he lesson is divided up among
he class. separate chapters being
to each pupil to be mar
rated and discussed on a certain
lay, set apart for the purpose, and
Known as Conversation Day. After
he book has been thus read and
commented upon, pupils are re-
|uired to set forth what, in their
udgmen:, was the authors pur-
oose in TIE writing of the book.
What does the book commend, |
ondemn, or teach?
Then pupils are required to out
inc the book, briefly in their COM
osition books, and also write char
of principal charac-
.cters.
These character sketches will !
the thinking and observ-
~ student to look more cl sely
nto the motives and actions of his
FLOWS and is, in fact, a valuable
for life.
The study of literary master
iece such as Shakespeare, "Jul-
us Caesar" or Tennyson's "Prin-
sss" should include the observa-
on of points such as definitions
nd historical technology of diff
alt words, explanations Of allus-
ms and figures of speech; inter-
rotation of the meaning and pur-
Csc of the production, characteri-
stion of principal characters, par I
phrase of parts, commit ing to |
lemory choice passages, rank of
lie production as compared with
re authors other work; style. 8
The first lessons may be most c
roftably spent in reading the /
hole poem over rapidly, as a
ory, to as ertain what the selec- i
on is about in order to awaken i
me Interest in and sympathy with c
hat the pupil is soon to do more 7
Much of the distaste in the
hools for English is due to rush
g pupils into bio ogical methods
id antiquarian details OF litera-
ire before they are aware of the T