The high school course in English

by Willard Grosvenor Bleyer

To give unity to the four years’ work in English, it is essential that all the teachers of English in each high school meet at frequent intervals to discuss organization, methods, and progress of the work. Each teacher will thus familiarize himself with the English work of the whole school, and can do his particular part of it more intelligently and more effectively. As the success of high school English also depends in no small degree upon the character of the instruction which the pupils have received in the grades, and particularly in the seventh and eighth grades, it will be found very profitable to have similar conferences occasionally between the seventh and eighth grade teachers and the high school teachers of English. A closer relation ought to exist between the English work of the last two grades and the high school, and there seems to be no better way to accomplish this than to bring about cooperation between the teachers through the medium of these conferences. The benefit to the teachers and the great advantage that results to the English work of the school repay many fold the time and effort devoted to these conferences. If local conditions make these meetings of grade and high school teachers impracticable, the high school teacher of English should make every effort to familiarize himself with the amount and character of the training which the pupils have had before entering the high school, by visiting the schools and conferring with the teachers in the seventh and eighth grades. The knowledge thus acquired of the earlier training of the pupils will be of great service to the high school teacher in planning his work both in reading and composition.

III
COMPOSITION

The ability to write clearly and accurately can generally be acquired only by practice. If this practice is to be really effective it can not be confined to one semester or one year, but must extend through the whole course in English. Training in composition naturally includes a study of the principles of the art; and since these principles are of different degrees of difficulty, all can not be presented in one year, but must be developed from year to year as the ability and maturity of the pupil makes possible the comprehension and application of them. Practice in writing and instruction in the principles of composition, therefore, must form a part of all instruction in English throughout the four years.

1. Theme Writing

Since it is only by constant practice that the average pupil can learn to write good English, it naturally follows that the essential part of the composition work is the writing of themes. The methods by which the pupil is given this practice are of the greatest importance. In the first place, as has already been indicated, it should be made clear to the pupil what original composition is, and what it is not. The belief, all too prevalent among pupils, that ideas for compositions are to be obtained largely if not entirely from books, should be promptly eradicated from their minds. They must be constantly impressed with the fact that the expression of their own ideas is the important factor in all original composition.

The direction of the pupils to a right choice of subject for their compositions is the first important consideration. The possibility of writing interesting themes on the everyday incidents in the life of the pupils and the school must be made clear to them at the beginning of the course. After the pupils have once been made to see the inexhaustible supply of material which their own experience affords, there will be no temptation to turn to books for inspiration. Throughout the course in composition it is necessary for a teacher of English to have a large supply of good subjects for themes. To secure these subjects the teacher must familiarize himself with local conditions, particularly as they affect the life and interests of his pupils. It is an essential part of the teacher’s preparation for teaching composition that he inform himself fully upon the subjects of local interest upon which he encourages the pupils to write. By his interest in the various activities of the pupils and by his sympathy in their efforts, the teacher not only comes to know what subjects to suggest for composition, but gains the pupils’ confidence, and arouses in them a desire to tell him of these activities in their written work. With proper encouragement and interest on the part of the teacher, pupils will soon come to take pleasure in writing of their everyday experiences, and the themes will become a source of greater pleasure and satisfaction to both teacher and pupils.

It is frequently desirable that the same subject be assigned to all pupils, so that the results may be compared and presented to the class as part of the regular instruction. At other times it is necessary to give the class a number of subjects from which each pupil may select the one that suits him best; and at still others, to suggest general topics from which the pupil may frame his own subject. In announcing and assigning a subject for compositions the teacher can be of much assistance to the pupils by discussing with the class the subject under consideration. These discussions will stimulate interest in the subject, and will arouse a desire on the part of the pupils to write upon it. The teacher can direct the discussion so that the pupils will be led to consider the best method of treating the subject and can thus prevent waste of effort. It is necessary, however, to guard against giving the pupil so many suggestions that little original thought and observation will be required in writing the theme.

That clear, logical thinking is prerequisite for clear expression should also be constantly emphasized in teaching composition. Pupils must be made to realize, as has already been said, that unless thoughts are clear in their own minds, they cannot expect to make these thoughts clear to others. They should be taught, therefore, to get before their minds clearly what they desire to express before they undertake to express it. The first step can be taken early in the course when the pupils are writing narratives, by urging upon them the necessity of accuracy in observing what happens and how it happens, since the degree of completeness of the remembrance of the event depends upon the character of the impression. In description, likewise, careful observation of what is to be portrayed must be emphasized as the only means of obtaining a complete mental picture that can be described to others. The methods of exposition and argumentation presented in the third and fourth years naturally involve a discussion of the methods of reasoning and as much logic as the pupils can comprehend. So closely related are thinking and the expression of thought that, as has been pointed out before, much of the work of teaching pupils to express their thoughts clearly and accurately is really concerned with teaching them to think clearly and logically.

In all work of this kind the outline is of great value. An outline of a paragraph analyzed in connection with the reading will make clear the manner of arranging the subtopics and details in an orderly form. A similar outline of the subject of a theme, made in class by the cooperation of teacher and pupils, will indicate the method of grouping the pupil’s own ideas in a logical manner. After the process has been illustrated by such class exercises, the pupils should be required to make outlines of their themes, without assistance from the teacher. While it is not necessary to require that a complete outline be prepared by the pupils for every theme that is assigned, frequent exercises in outlining the material of the theme before it is written are desirable throughout the course. Like all formal devices, the outline, if made mechanically, may tend to curb the spontaneous expression of the pupils; but rightly employed by the teacher and pupils, it will readily become a valuable aid to clear thinking and expression.

From the beginning to the end of the course in English, the fact must be impressed upon the pupils’ minds that the only acceptable themes are those that are the result of thought and careful effort. Hastily and carelessly prepared compositions and those handed in after the appointed time, should not be accepted by the teacher. Promptness, neatness, and earnest effort are essentials for successful theme writing that pupils should never be permitted to neglect. While it may seem very exacting to require that all themes be written in black ink, on paper of uniform size, and that they be numbered or dated and indorsed in a prescribed form, experience has shown that these details in the organization of the work are important for economy of time and effort on the part of teacher and pupils.