The Alaska daily empire., 1921-12-09


 ly They must be able to truly in terpret thoughts coming from out side, and also must think clearly themselves. It is question wheLhe. or not we can conceive an idea for which we cannot find words. It is generally conceded, however, that We cannot; so effectiveness in thinking is dependent upon command of lan- guage Interpretation of +'e finer shades {. of meaning and an under standing of differences between words of similar meaning make pos sible fine thinking.
 Importance Is Clear
 The importance of the last of the aims is clear. It is evident that it is very desirable to be able to ex- press thoughts clearly and correctly. Here, however, is a problem. The old fashioned school used to concen- trate largely on correctness of form of expression. For this reason they drilled endlessly on grammar, spell ing, and punctuation. This system failed at many points. It was found that pupils spelled words correctly in their lessons, but not in writing letters; that they could recite prin- ciples of grammar which they did not hesitate to continually violate that they could give rules for punctu- ation which they never used. Then, too, even when the drill was effec- tive, the results were often unde. sirable. A super-critical attitude was aroused in the pupil. He was afraid to write or speak what he thought for fear of making one of the many possible errors.
 In trying to remedy this defect, many progressive teachers advocated the opposite extreme. Their theory was that the great virtue lay in free and spontaneous expression at any cost. The undesirable results were that careless work was accepted by the teacher and the pupil lost the feeling for the value of accuracy. He was able to turn out in quantities poor and medium papers, but was en tirely unable to produce first class work.
 Aims at Accuracy
 The problem is to attain facitity and accuracy of expression. This is the aim of rhetoric. When the stu dent has something to say, an idea which is his own and, which is of value, he desires to express 1t so that someone else may appreciate his thought. AS soon as constant prac- tice has made expression familiar communicate that intangible thing, an idea will urge him on to continual improvement. Pupils are encouraged in class to compare their ideas With those of classmates and in some cases with a recognized standard opinion.
 The subjects under discussion are of vital interest to the class as a whole and have the effect of broad ening the outlook of pupils whose in- terests may be deficient along some lines. There are infinite possibili ties of benefit in the discussion of topics on which these lively minds are thinking. but which they do not realize are of general interest. For instance, splendid rhetoric work is done in the discussion of vacations. the qualities required in diffsren lines of work. the character quall- ties which are valuable in all. and industrial conditions. A less per sonal field for expression is in re. ports on current events. It is be- coming more and more neces ;ary that a future citizen be well in- formed and acquire the habit of be- ing well informed on local, national and world affairs. He must form the habit of thinking for himself and searching for. the truth, no matter how deeply hidden under a mass Of confusing circumstances.
 We'll Stocked Mind Vital
 The aims of the teaching of Eng fish are worthy. They are the state ment of universal necessities and they are identical in their main pur- pose with the aim of education. Mas tery of language makes us willing u further the desires of advancing because it enable us to It makes us more able to take our place in effective service because we can think with well furnished mind and express our thoughts so that we may form a helpful part of the ever advancing whole.
 However, the problem of how to achieve these aims is of great ex tent. It can never be solved to the