The Farmville herald. [volume] (Farmville, Va.) 1890-1934, 1906-06-15
literature In fine Public SchOnls.


study Of literature in the public schools
is either wasting altogether or largely
Improbable al present, what shall be
said as an aid to the teacher in this Ell
fort to bring about better results
In the first pla ce, let the young stu
dent Of literature study books rather
than authors; and in the second place
let him study books rather than some
thing somebody has said about them
In other words, let him study litera.
ture rather, not biography; literature
not criticism. OF course, a iece o.
biographical literature, as, for instance
Irving's Life Of Goldsmith, may have
a proper place here; but the students
acquaintance with authors may usu-
ally come naturally and gradually, a.
they study their works; and after they
know a book and its author, they will
be better able to understand and ap
preciate a critical estimate and review.
In the third place, let the young stu
dent study whole pieces not pieces Of
wholes Let him read all Of "Enoch
! Arden or OF Evangeline. or Of the
"Sketch Book, or Of Julius Caesar
rather than any number Of fragments
from these or any others. may cal
attention here To a fact that is obvious,
namely, that piece, of rather brief OF
moderate length should he chosen,
rather than very long ones.
In the fourth place, choose easy
books for the young ,tudent-books
that he can readily understand. such |
he can enjoy such he will remember;
such will stimulate his love for read |
ing, and will develop his taste for
literature naturally and normally |
Many young students Of history are |
repealed from the subject, and afflicted |
with life long dstaste for il, simply |
because they are fed at the beginning |
on dry ones, and are asked 10 compre
bend questions that are still pulling
university professors. The same
thing may be. and often is, true in
the study of literature.
Let the boy and girl, boy all means.
therefore. have the stimulus Of pleas
sure in beginning the study Of litera-
ture. then it will not be long until
they are anNiou, and able TO get out
.of 1t much more than mere pleasure.
When we attempt 10 name some
books wholly suited TO the capacity
aud need, of the young student Of
literature such books az have de
scribcd above combining all the
qualitie, of cleanliness, cleaue,s, beau
ty aud power, the task is a difficult |
one. and we are often able only to ap-
proximate the thing desired; but /
venture yet TO propose a short list.
which may perhaps be somewhat use
ful in itself and helpful in suggesting
other pieces.
From Irving, that first ambassador
Of letters that the New World sent to
the Old, we may select the "Sketch
Book" and "The Life Of Goldsmith
Franklin's Autobiography" and Bun
yon's Pilgrims Progress ought to
have a prominent place in our list,
and Defoe's "Robinson Crusoe" ought
not to be omitted. From Tennyson
we may select "Enoch Arden" the
Princess" and perhaps "Ihe Idylls
Of the King" Addison may contri-
butte a good lot Of his "Sir Roger de
Coyerly Papers" Longfellow, EVAN
gelinen and the Building Of the
Ship as well as "Mles Standish;'
Whittier, "Snowbound" and other
poems; and Charles Dickens, the
"Chrstmas Carol" and some Of his
other stories TON Browns School
Days" 10y Hughes; 1.-TWO Years Be
fore the Masts' by Dana; Marion" by
Scott; "The Deserted Village" by
Goldsmith; "The last Of the Mohicans"
by Cooper; and "Silas Manner 10y
George Eliot, may be found suitable
for our purpose. From Shakespeare :
we may be able TO use the Merchant
Of Venice" "As You Like 1t, ." and
Julius Caesar and among the works =
Of Milton, the young student may pos
siblv enjoy samson AgunistesN and
"Comus."
And now / fancy hear some ofyou q
saying, "What does all this talk d
amount to, since in most Of our schools
the study Of literature il not provided
for at all; and, if It were provided for,
how could we find time forlt?
These are questions, ! think, for our
voters and school boards TO answer
nevertheless, in the meantime, the
teacher may feel inclined
to make a beginning for himself. No
body will object, presume. To such,
suggest the following plan Ask the
parents Of your pupil, TO subscribe
eight or ten dollars, enough money >
10 purchase a half-dozen or more books.
well printed and well bound. Start
with the easiest book, and devote
twenty or thirty minutes each day 10
reading il aloud 10 your class-before
The whole school if necessary. Some :
Of the best readers among the students ,
may take part in the reading in suces-
sion Each time as the reading is re-
'umed take a minute or two to pick
up the threads Of the story from mem
Dry. When the book is finished, let
The pupils reproduce IL in outline or in
abstract, either orally or in writing for
Inc successful teaching Of literature,
A. Of everything else, must include