The high school course in English

by Willard Grosvenor Bleyer

1. Methods of Teaching

The purposes already indicated for the reading are “to enable the pupil to understand the expressed thoughts of others,” “to cultivate an acquaintance with good literature, and to furnish him with a means of extending that acquaintance.” It is evident that the only way to teach the pupil to understand the expressed thoughts of others is to have him understand each unit of that expression. The meanings of words, allusions, and figures of speech, as the expressions of the idea, must be clearly understood. The intelligent use of the dictionary and the usual books of reference should therefore be taught at the very beginning of the course of reading. Whenever the origin and history of a word are helpful for a better understanding of its meaning, these may be called to the pupil’s attention, and he should be encouraged to observe in the dictionary the etymology of words as he looks for their meaning. While the importance of knowing the significance of proper names, allusions, etc., is to be impressed on the pupil’s mind, the preparation of the reading lesson must not be allowed to degenerate into a mere searching for the meaning of all unknown terms in the assignment. Pupils should be warned against the practice of making a list of all the unknown words in the lesson and of consulting the dictionary and other books of reference for information, without considering the context in which the words are used.

From the very beginning of the course in reading, the teacher should make sure that each pupil gets a clear conception of the thought expressed in each sentence. Without undue emphasis on grammatical analysis, the pupil should be encouraged to note the form in which the principal proposition is expressed, and the manner in which it is modified by the subordinate elements, for it is only by the careful consideration of the syntactical relations that the pupil can get accurately the thought expressed. The development of the thought through a series of sentences constituting a paragraph must be analyzed with equal care, so that the pupil may see clearly the development of the thought and the relation of each sentence to the preceding and succeeding ones and to the paragraph topic. The amount and character of analysis in each assignment of reading should be carefully determined by the teacher as he prepares his work for each day, and he must beware of having the reading lesson become merely a formal analysis of sentence and paragraph structure, for nothing more effectively kills the pupil’s interest in reading than too much of this formal analytical drill on detail.

Various methods may be used to assist the pupil in grasping the thought expressed in the literature. In narration, the retelling of the story, paragraph by paragraph, from memory, will lead the pupils to get the details of the story in logical groups. In description, the pupils should be required to visualize the scene, object, or person portrayed in words. Boys and girls can readily be interested in exercises of this kind and will respond eagerly when asked to describe the mental pictures which they obtain from a given piece of description. Sketches on the blackboard to make clear the position of the details in the description and other devices tend to emphasize to the pupil the importance of reading carefully and accurately in order to get the whole thought of the author.

After the pupil has been taught to get the thought accurately, the analysis may be extended to the forms of discourse and the qualities of style. In short stories, novels, and dramas the analysis of plot, the delineation of character, and similar consideration of the principles of narration and description will naturally receive due attention. In essays and orations the study of corresponding principles of exposition and argumentation gives the pupil a clearer conception and better appreciation of the writer’s purpose and the means that he uses to accomplish it. A study of metre and verse form is necessary for an appreciation of the poetry read and studied in class. The study of all these details, designed as it is to help the pupils to understand the author’s thought, part by part, ought always to lead to a better understanding and appreciation of the meaning and purpose of the whole. A study of literature that emphasizes details to such an extent that the theme and significance of the story, the drama, or the poem, as a whole, is neglected, fails to bring out the vital element.

The value of the ideas and ideals which find expression in the literature must not be overlooked in planning the work in reading. As a portrayal of life in its various activities, literature presents to the pupil many types of character and action, and thus gives the boys and girls a broader view of life than their own experience affords. The analysis of character, motives, and actions forms an interesting and valuable part of the study of literature. Since good literature is also an interpretation or “criticism” of life, it presents life in its true relations and shows their significance. The author’s interpretation of life, his judgment upon its various phases, and the emotional coloring which he gives it, are all to be considered in a manner best adapted to the maturity and understanding of the pupils. The formative influence exerted upon the character of the boys and girls by the characters and actions portrayed in their reading, as well as by the emotional element of literature is undoubtedly of importance, and by some teachers is emphasized in all their work. The ideals of conduct presented in good literature, and the close relation between conduct and the emotions aroused by the reading, are often factors in the ethical training of the pupils, but the indirect and unconscious influence of these elements is generally much more effective than many efforts to teach lessons in ethics based on literature.

Since the study of literature involves the consideration of all these various elements, the result accomplished in reading will depend largely upon the methods of the teacher in preparing his work for each day’s reading. Before beginning the reading and study of a piece of literature with a class, the teacher should make a careful study of the whole, analyzing and outlining it, so that the relation of each part to the expression and development of the theme may be clearly determined. With this outline before him the teacher can plan each day’s reading more readily and intelligently. Every recitation in reading should be carefully planned by the teacher in order that each part of the work may receive emphasis proportionate to its importance and that something definite may be accomplished toward a better appreciation of the whole.

Owing to the fact that the study of literature is radically different from any other subject which the high school pupils pursue, much attention must be given to teaching them how to read and study a piece of literature. In assigning the lesson in reading, the teacher should indicate clearly to the pupils what they are to do, and as far as possible, how they are to do it. Failure of the pupils to understand clearly what is desired of them, is the cause of many a poorly prepared recitation in English. A well planned outline with the important points to be considered in studying the day’s lesson, or a series of questions concerning these points, will serve to give direction to the pupils’ preparation from day to day, and in the end will teach them how to read and study literature.

In connection with the reading, pupils should be encouraged to memorize the whole or parts of many of the pieces of literature studied in class. In every year of the course the teacher should select passages from the reading that are worth memorizing, and should urge the pupils to learn them. To make a task of this memorizing is not desirable, nor is it at all necessary, for pupils will usually respond willingly to the teacher’s suggestion as to the value of learning choice selections of prose and poetry. The value of knowing and being able to quote many of the finest passages in English and American literature cannot be overestimated.