IPURPOSE OF THE COURSE
The main objects of the teaching of English as presented in the Report of the Committee of Ten[1], are (1) “to enable the pupil to understand the expressed thoughts of others;” (2) to enable him “to give expression to thoughts of his own;” (3) “to cultivate a taste for reading, to give the pupil some acquaintance with good literature, and to furnish him the means of extending that acquaintance.” Other subsidiary objects may be accomplished by the study of English, the Report points out, but these should never be permitted to encroach upon the main purposes. While these purposes are considered separately, and are apparently separated in arranging the course of study, the Report continues, their mutual dependence must constantly be kept in mind. By studying the thoughts of others as expressed in the literature read in or out of the class room, the pupil can be led to see how to express his own thoughts more effectively. All reading of good literature should tend to cultivate a taste for reading, and all study of good literature should lead to a better appreciation of what is best in expression. The survey of the history of English and American literature accompanied by the reading and study of characteristic selections of every period, will open up to the pupil the whole field of literature in English and will furnish him the means of judging intelligently of what he reads. This interdependence of the main purposes of the study of English requires the closest correlation of every phase of the English work.
1. Report of Committee on Secondary School Studies, p. 86.
1. Report of Committee on Secondary School Studies, p. 86.
Since the English work is divided into two principal parts, reading and composition, it may be well to consider briefly the purpose of each in relation to the main objects just considered.
The first object of the work in reading must always be to have the pupil understand the thought expressed on the printed page. However thorough has been his training in the grades, the average pupil on entering high school needs to betaught how to read. Generally he gets but a hazy, general idea from reading a paragraph, either because he fails to grasp the meaning of each sentence, or because he does not combine the sentence-thoughts in their relation to the topic. The aim of the reading must be to enable the pupil to understand each idea as it is presented, to combine these ideas to get the thought of the sentence, and to follow the chain of thought from sentence to sentence until he grasps the meaning of the paragraph, essay, story, or poem, as a whole. As rapidly as the maturity of the pupil permits, other elements that aid in the better understanding of a piece of literature may be considered in connection with the reading. The study of the structure, the form, the author’s purpose, his style, the revelation of the author’s personality, the relation of the piece of literature to the age in which it was written, and a comparison with other pieces of the same type, all give a clearer understanding of literature. The other purpose of the reading is to stimulate the pupils’ interest in good literature, and to lead them to read what is worth while, on their own initiative. If interest is aroused by the reading and study in class, of one work of an author, it is easy to create a desire to read other works by the same author, outside of the class room. By suggestions and advice the teacher can do much toward directing the pupils in their outside reading. To lead pupils to read, understand, and appreciate the best of English literature is certainly an aim that is worth striving to accomplish.
To enable the pupil to give clear and effective expression to his own thoughts, is the end and aim of the other important part of the English work—composition. That composition is the expression of his own thoughts is the first principle that must constantly be impressed upon the pupils’ minds. The misconception that the only ideas worth expressing in writing themes are those derived from books, must be corrected at once. While reproductions and paraphrases of the expressed thoughts of others may sometimes be used as exercises, the fact must be made clear to the pupils that these are not original compositions, in as much as they are not the expression of their own ideas.
The relation of clear thinking to clear expression is another factor to be considered in teaching composition. Much ofthe instruction in theme writing is really concerned with training the pupils to think logically and to arrange their thoughts in an orderly manner. Pupils must be taught that as they can give clear expression only to those thoughts that are clear in their own minds, the first process in theme writing is the clarifying and arranging of their ideas. The mental training given by such systematic preparation for theme writing as the making of outlines or other devices for grouping thoughts in a logical plan, is invaluable, since, unlike that given by other studies, it is concerned largely with the pupil’s own thoughts rather than with those acquired from books.
The third important element in composition is the style or form of expression. The first aim of teaching composition, whether written or oral, must be to give the pupils sufficient command of simple, idiomatic English for the needs of everyday life. If the average pupil can be taught to express his ideas in clear, correct English, much will have been accomplished by the four years’ training. Those pupils who show natural ability in expression can be encouraged to develop their talent for writing or speaking in connection with class work or with the various outside activities of the school, and may be given considerable assistance in their efforts by the teacher of English. It is much more important, however, to enable the majority of high school pupils to express themselves simply, naturally, and correctly, than to attempt to develop literary style where there is little natural ability.