The Catholic bulletin. [volume] (St. Paul, Minn.) 1911-1995, 1916-07-22
Continued from page ID
THE HISTORY OF LITERATURE

| OF C0lllC mlSuL nave D00u COuuSu
through the centuries instead of Latin.
Literature rises or falls with the his
tory of the people whose aspirations
it enshrines
The Direct Method in Literature"
while it was proposed as corrective
for the "Vestibule Method" has not
produced the results it's advocates
have promised. Perhaps the ideal
method will prove to be combination
of the best features of both methods
supplemented by correlations that at
present are poorly made if attempted
at all.
Practical Suggestions.
And, now for some practical sug-
gestions. To begin with, would not
have a Special teacher of English"
nor a Special teacher of Latin" but
l would assign combinations of Eng
lish, Latin and History to broadly but
thoroughly trained instructors.
| would begin the study of the His
tory of English Literature in the
second year of the high school course.
We would divide the subject into the
major and minor periods into which it
naturally falls by reason of changed
conditions in government or marked
changes in social or economic condi-
TONS Special emphasis would be
placed upon the writer whose genius
shaped the literature of period or
leant marked lustre to it. Minor
writer's would be given due attention
but we would always remember that
by giving attention to too many per-
sons or events, we run the risk of
losing forcefulness and clarity in our
presentation In the mass of informa-
ton the main points sometimes fail
to stand out in bold relief. We
would read no one of the required
masterpieces until after the period Of
the authors time was first studied in
the History of Literature. AS the re-
quired masterpieces are taken up for
detailed study, as for example, any
one of the Shakespeare plays, we
would make thorough review of the
history of English letters from Caed-
mon to Shakespeare with special
reference to the beginnings of the
drama.
There is always wide margin of
choice in the masterpieces required
for study. Care should be taken to
select such masterpieces as will CORE
late naturally with the work the pupil
is doing in his other courses. For
example, if Shakespeare play is to
be studied in the second year, it
would seem advisable to choose
julius Caesar.
The pupil is working on Caesar in
his second year Latin, and for most
second year Latin pupils the great
julius is not very much of man.
The veteran war correspondent and
publicity artist is observed in the
trenches of his own subjunctives.
Incidentally, the ancient history that
/ is usually set for second year pupils
will unobtrusively furnish the back
ground over against which Shake
speare's masterpiece is thrown.
The suggested English masterpieces
for the third year fall usually in the
class of the great orations; but how
few schools recognize the opportunity
of making not only English political
history but Roman history as well a
background for Burke and Webster?
II third year Latin were taught by the
English instructor, Cicero would cease
to be bronze bust, and Burke, bore.
II the great writer's were known by
our pupils more intimately, more per-
sonally, let me say, and at the same
time more comprehensively and
withal more naturally, I believe there
would be less difficulty in getting
these same pupils to appreciate and
to initiate the elegance of a masters
style. Youth is initiative. Why
should the faculty stop short at ex-
preston?
In the fourth year the great lyric
poets are studied while the pupils are
reading Vergil. Not only should the
lyric masters be studied in the light
of the whole sweep Of English literary
history but they should be presented
] as the heirs of the classic tradition of
which Vergil is mighty exponent.
The fourth year pupil regards Tenny-
son as mutual friend after reading
his apostrophe to Vergil
"Wielder Of the stateliest measure,
Every moulded by the lips of man"
Modern History is taught in either
the third or the fourth year of the
high school course. With the politi-
cal and social background which it
supplies for the great Elizabethans,
with Milton standing out from the
period of the Civil War, with Dryden
and Pope set over against the Restora-
ton, with Johnson rejecting the
changing thought of the eighteenth
century, with the many sided develop.
ments of the nineteenth century
reflected in the widely divergent works
of Scott and Wordsworth, Newman
Browning and Tennyson, the pupil
will have woven a literary texture
not only easy to preserve but difficult
to destroy.
i If college freshmen came to us with
preparation of this kind we might find
them as Juniors and seniors not only
| approaching but successfully Initiating
the vigor of Macaulay, the repose 81
II Newman, the exquisite finish 81
Tennyson and the word-wizardry Of
| Francis Thompson.