The Logan Republican. [volume] (Logan, Utah) 1902-1924, 1916-02-26
Compost.
ton With Life
BY o. J. P. Widtsoe, Professor o
English, University Of
Utah

i -'S'S'b
| Utah
We have all become very much dis
satisfied of late with the results or
the teaching Of English composition
in both school and college. The ideal
is unattained and seems unattainable,
the net result is discouraging. 1t Is
not my purpose here to upbraid teach
ers of composition for the condition
that prevails. state mercy the fact
as 1t is recognized and acknowledged
by all OF us. Teachers Of English in
college and university are dissatisfied
teachers Of English in high schools
are dissatisfied students OF English
composition in both college and high
school manifest woeful lack of In
terest and appreciation; the fathers
who pay the taxes for education
frown disapproval upon the results
of our instruction.; educational jour
nails everywhere report the discon'
tent, and fill their pages with sug
gestions in experiment. We are all
OF us friends of English compost
ion. We are anxious that the teach
ing of composition shall not fall short
of the best that it should accomplish
Our discomfort with the present re
suits proves our interest, and our an
xiety to better if possible the teach
ing of English composition. ys~
Why, then, has much of the teach
ing of the past failed? Is It beceuse
we have laboriously followed aftifi
cial methods? Is it not because the
work in composition has not been vi
tally motivated? For example, In
breaking away from the conventions
of the grammar grades, high school
teachers have been prone TO swing
to another extreme in the teaching Of
composition as an art. We say that
our aim is to teach our pupils to ex
press themselves clearly and with
ease. To attain this aim we select
some textbook in composition based
upon the four forms Of prose dis
course, and proceed to follow that
textbook slavishly. Thence must
come clearness and ease, freedom
and spontaneity. We harp upon the
forms of prose discourst. We e'abor
: forms OF prose discourse. We elabor
I cription, Of exposition, of argumenta
+ ton. To make our method consist
u ent, we select, as materials for writ
Z ten themes, subjects that shall illust
= rate in practice the principles dis
cussed. The method of selection 4
D. wholly artificial. The topics assign
q ed have In most cases no vital inter
u est to the pupils to whom they ar
l. assigned. Such subjects come who'll,
from without There is no inspire
ton in them, no soul interest. VIII
then do we make such assignments
1t would seem that we are trying I
produce fine writer's" The con
position we teach-or attempt I
teach-is a mangled sort OF art e,
preston. 1t is not self expression.
True, some pupils do exceedingl
well, and their success would seer
to controvert what have said above
fear, however that their success
has come In spite OF our methot
not because OF IT, To reach the mint
and nine, we shall be forced I
change the method. In trying I
teach the ability to express onesel
clearly. we shall have to learn how I
teach the art OF self expression Sci
expression is the expression OF self
the expression OF the likes and di
likes, the hopes, the fears, the ideal'
the ambitions, the aspirations, tn
what not. OF self. II We fail as teacl
ers of composition, It is because ou
work is not made to relate itself I
the individual life-in the commo
phrase OF the day, our work Is nc
made practical. And this, indeed,
the indictment, whether right C
wrong, against the work In Engis
composition.
We face squarely, then, the que
ton, How can the work in compos
ton be made 20 touch life?" In otl
or words, How can the work in con
position be vitalized?" As I see l
there are but three essentials OF con
position: clearness, interest, effeciiy,