The Logan Republican. [volume] (Logan, Utah) 1902-1924, 1916-02-26

OF composition; unity, mass. coher-
ence. 1t is the business Of the teach
ers of composition to guide the pupil
IN the art of expression along the
path of these three principles, that
he may ultimately reach the goal OF
the three essentials. 1t is not the
business of the teacher of English
composition primarily to develop clev-
er story writer's, nor to discover
writer's of vivid description, nor to
make writer's of entertaining essays.
nor to cultivate eloquent debaters
and makers OF briefs.
But composition is found always to
be a process of putting together. This
thought leads us to the recognition
of some facts that come in teaching
even before the consideration of the
three fundamental principles Of COM
position. First, before one can com.
pose-put together-there must he
something to put together. Secondly
after one has secured something to
put together, there must be possess
ed the ability to determine how
the something shall be put together.
1t seems to me, therefore, that IL
becomes the duty of the teachers Of
composition to give instruction in
how to recognize and how to gather
ideas. II time would permit. might
dwell upon this phase of the theme.
All I can say, however, is that there
are here innumerable opportunities
for the exercise by the teacher OF
individual ingenuity. In teaching how
to recognize and how to gather ideas
there is unlimited opportunity for
using the daily papers, current maya.
zines, novels and stories old and new
poems, essays timely local problems,
individual problems, and other sourc.
es Of thought and discussion without
number. The lesson OF Emerson's
essay Self Reliance, should be made
to become an integral part of the
soul possession Of every pupil in
English composition.
II it becomes the first duty of the
teacher Of composition to give in
struction in recognizing and gather.
ing ideas, it must become such a
teachers second duty to teach how
to think clearly, consistently, consec-
utive'y. In other words, the ability
to determine how something shall be
put together is, in composition, the
ability to think logically. Here again
there are innumerable opportunities
for the exercise Of ingenuity. PartT
ularly is there abundant opportunity
for the exercise Of oral composition
Boys and girls have ideas. They
should be encouraged to express and
develop those ideas. Boys and girls
agree or disagree with what they
read. They should be encouraged
to carry on in class free discussion
of their opinions, and to elaborate
their own thoughts. Thus the in
structor will be teaching, almost un
consciously, the planning of the com
position, and the putting together OF
the materials.
BY following such method as
here indicated, the pupil comes into
possession of something to put to
gether-ideas. By following the me
tbod further he comes to understand
the principles underlying the putting
of the something together-logical
thinking. Further, by following such
method, composition, becomes mo-
tivated, vitalized. A boy in your
class has profound interest in the
opportunities afforded by the new au
tcmobile engineering. He has de
cided views upon the subject. He
learns that to put his views across
he must make himself clear, and in
| teresting, and-if he wants to pro
duce results-effective But to make
himself clear and interesting and eff
fective, he must further, he learns
observe carefully the principles o
unity, mass and conference. A sue
ccssful observance of those princi
pies requires he finds, the careful sc
lecting, marshaling and binding to
gother of his ideas. And all thi
comes to mean to him logical. con
sistent thinking, with healthful pla.
OF the imagination.
Now, viii the boy go through thi
long and tedious and difficult process
for you. In fulfilling your require
ments for tomorrow's recitation? ~
will. II there has, beeen put into hi
assignment an impslling motive. y
will not. II the assignment Is artif
cial and denatured. In short. sue
cessful teaching of composition VII
come only II the work can be motif
ated by 4 tife interest. 70