Questions and Exercises
- What is poetry?
- What is the purpose of rhyme?
- May writing have the essentials of poetry and yet have no regular rhythm? What of the Psalms?
- Why is poetry especially valuable to the teacher?
- Show how some poem other than those mentioned in the chapter teaches a lesson or gives an inspiration.
- Name, if you can, some methods of treatment that cause poetry to fail to affect the lives of the pupils as it should.
- Suggest uses of poetry and the treatment that will insure the right results.
- Is there danger that a teacher may become too appreciative or susceptible—too poetic in temperament? Recall observations of those who were either too much so or too little.
- Is there danger that one may have too much of a good quality, or is the danger not in having too little of some other quality?
- Show how a wide and appreciative reading of poetry makes for a proper balance of temperament.
CHAPTER XIX
A SENSE OF HUMOR
An American story.—There is a story to the effect that a certain Mr. Jones was much given to boasting of his early rising. He stoutly maintained that he was going about his work every morning at three o’clock. Some of his friends were inclined to be incredulous as to his representations and entered into a kindly conspiracy to put them to the test. Accordingly one of the number presented himself at the kitchen door of the Jones residence one morning at half-past three and made inquiry of Mrs. Jones as to the whereabouts of her husband, asking if he was at home. In a very gracious manner Mrs. Jones replied: “No, he isn’t here now. He was around here early this morning but I don’t really know where he is now.” This is a clean, fine, typical American story, and, by means of such a story, we can test for a sense of humor. The boy in school will laugh at this story both because it is a good one and because he is a normal boy. If he does not laugh at such a story, there is cause for anxiety as to his mental condition or attitude. If the teacher cannot or does not laugh, a disharmony is generated at once between teacher and pupil which militates against the well-being of the school. If the teacher reprimands the boy, the boy as certainly discredits the teacher and all that she represents. If she cannot enjoy such a wholesome story, he feels that her arithmetic, geography, and grammar are responsible, and these studies decline somewhat in his esteem. Moreover, he feels that the teacher’s reprimand was unwarranted and unjust and he fain would consort with people of his own kind. Many a boy deserts school because the teacher is devoid of the saving grace of humor. Her inability to see or have any fun in life makes him uncomfortable and he seeks a more agreeable environment.
Humor in its manifestations.—A sense of humor diffuses itself through all the activities of life, giving to them all a gentle quality that eliminates asperities and renders them gracious and amiable. Like fireflies that bespangle the darkness of the night, humor scintillates through all life’s phases and activities and causes the day to go more pleasantly and effectively on. It twinkles through the thoughts and gives to language a sparkle and a nicety that cause it to appeal to the artistic sense. It gives to discourse a piquancy that stimulates but does not irritate. It is the flavor that gives to speech its undulatory quality, and redeems it from desert sameness. It pervades the motives and gives direction as well as a pleasing fertility to all behavior. It is pervasive without becoming obtrusive. It steals into the senses as quietly as the dawn and causes life to smile. Wit may flash, but humor blithely glides into the consciousness with a radiant and kindly smile upon its face. Wit may sting and inflame, but humor soothes and comforts. The man who has a generous admixture of humor in his nature is an agreeable companion and a sympathetic friend to grown-up people, to children, and to animals. His spirit is genial, and people become kindly and magnanimous in his presence.
One of John B. Gough’s stories.—The celebrated John B. Gough was wont to tell a story that was accounted one of his many masterpieces. It was a story of a free-for-all convention where any one, according to inclination, had the privilege of freely speaking his sentiments. When the first speaker had concluded, a man in the audience called lustily for a speech from Mr. Henry. Then another spoke, and, again, more lustily than before, the man demanded Mr. Henry. More and more vociferous grew the call for Mr. Henry after each succeeding speech until, at last, the chairman with some acrimony exclaimed: “The man who is calling for Mr. Henry will please be quiet. It is Mr. Henry who is now speaking.” The man thus rebuked was somewhat crestfallen, but managed to say, as if in a half-soliloquy: “Mr. Henry! Why, that ain’t Mr. Henry. That’s the little chap that told me to holler.”
At the conclusion of one of his lectures in which Mr. Gough told this story in his inimitable style, a man came to the platform and explained to him that he had a friend who seemed to lack a sense of humor and wondered if he might not prevail upon Mr. Gough to tell him this particular story in the hope that it would cause him to laugh. In a spirit of adventure Mr. Gough consented, and at the time appointed told the story to the old gentleman in his own best style. The old gentleman seemed to be deeply interested, but at the conclusion of the story, instead of laughing heartily as his friend had hoped, he solemnly asked, “What did he tell him to holler fur?”