Read Ebook: Ontario Teachers' Manuals: Literature by Ontario Department Of Education

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IN JUNIOR FORMS

To introduce children to the world of literature, it is not necessary to wait until they have mastered the art of reading. The introduction should come long before they have learned to read, through listening to good stories told or read to them by others, through hearing suitable poems read or recited with spirit and feeling, and by memorizing nursery rhymes and gems of poetry.

The material to be used in primary grades has already been described. Early work in literature should be correlated with oral composition.

As to the comparative merits of reading and telling, much may be said on each side. In the early stages, telling must, of course, be the predominant if not the exclusive means of communicating the story. The matter and language can thus be better adjusted to the capacity of the individual pupil. The teacher who is familiar with the pupil's home life and surroundings has within his power a means of adapting the story to the attainments of the pupil that even the best writer of children's stories can hardly command. A situation in a story can frequently be made intelligible by reference to the pupil's own experience. Moreover, in telling the story, the teacher's gestures, facial expression, and tone of voice are likely to be more spontaneous and natural than would be the case in reading, and this gives immense assistance in interpreting aright the meaning and spirit of the selection.

Some teachers say that the incident, as in the case of Hawthorne's Tales, is so meagre and the language so exquisite, that the telling seems to be quite inadequate and inferior to the reading of the story. In such cases, variety may be afforded by reading, but generally speaking, it is more effective to tell the story.

The teacher should strive to become a good story-teller. This requires a good voice, animated gesture and facial expression, a good command of English words, power of graphic description and narration, restraint from digression and superfluous detail, and concentration of aim upon some definite point.

In teaching poetry to primary classes, the main object is to lead the pupils to feel the music and realize the imagery. To attain this end, the best beginning is made by a sympathetic and expressive rendering of the passage by the teacher. It can be recited many times incidentally, while he is asking the pupils to look at the pretty pictures suggested by the text. It is not necessary to enter at any length into an analysis of the poem, unless the pictures are arranged in an easy order, such as spring, summer, autumn, winter.

MEMORIZATION

It is of the greatest importance that the passages chosen should have artistic excellence in thought, feeling, music, imagery, and language. Moreover, these qualities must be present in such a form that they will, when properly presented by the teacher's reading or reciting, appeal, in some considerable measure, to the pupils' capacities and interests. Since there are so many noble passages in English literature, nothing of doubtful value should be memorized.

It is also very important that the teacher himself should have committed to memory and be able to recite freely and expressively every selection he requires his pupils to memorize. It is clear that, if he has memorized it himself, the pupils will be more likely to feel it worth while to do the same.

In conducting a lesson in memorization, it is well for the teacher to arouse the interest of the pupils in the selection as a whole by reciting it himself with expression. Next, he should see that the pupils understand as clearly as possible the meaning, and realize and appreciate, as far as they are able, the feeling of the passage. It should be treated first as an ordinary literature lesson, after the manner already described. It should then be read aloud several times by individual pupils, all trying meanwhile to commit it to memory by concentration of attention on the ideas and their relations, the words and their meanings. The principles of all habit formation apply here--attention to the thing to be learned, so as to get a clear understanding of it, and then repetition with attention. When it has been read several times, individual pupils should be asked to recite it without any aid. It will be found more satisfactory to memorize a complete stanza at a time, or at least a part that expresses a complete thought, rather than to commit to memory a line at a time. With young pupils, however, it is well to take small units and let the children repeat one or two lines at a time till they can give the whole stanza with ease and accuracy.

It is important that all repetition should be individual, not simultaneous. Where the latter method is in use, it is noticeable that pupils adopt a uniform tone and measured rhythm, both of which are undesirable. Moreover, especially with young pupils, there is a danger that absurd blunders made by individuals may pass unnoticed, because the teacher has not the opportunity of detecting them. When the passage has been memorized, it should be repeated daily for a time and then repeated at longer intervals, until there is little probability of its being forgotten.

IN SENIOR FORMS

THE TEACHER'S PREPARATION

The relationship between the teacher and the pupils must be cordial if the lesson is to be successful. This is true in any subject, but the sympathetic bond must be especially strong in the literature lesson.

PREPARATION OF PUPILS

It has already been pointed out that it is frequently necessary to give preliminary lessons in nature study, science, history, or geography before the lesson in literature is presented. The pupil must have the right information before the literature lesson can arouse the emotion that the author wishes him to feel.

Not only is the possession of the right information necessary, but the pupil should be in the right mood for the lesson. A class that has just returned to the room after the games at recess is not in the proper state of mind to appreciate, at once, the recitation by the teacher of,

Break, break, break, On thy cold gray stones, O sea!

Even the enthusiasm and scholarship of the teacher will fail to be effective under these circumstances. He should arouse in the pupils the proper mental and emotional state by a very short talk on friendship. He can refer to the well-known stories of David and Jonathan, or Damon and Pythias, and tell them of the friendship existing between Arthur Hallam and Alfred Tennyson.

To give an extended account of the author's life is a poor introduction, unless there is something of unusual interest about his personality or achievements. The pupils usually do not know anything about him, and the teacher's aim, in this preparatory work, is to relate the thought and feeling of the poem to the properly assimilated knowledge and experience of the pupils. In some cases, they may have made a favourable acquaintance with the author in another poem, and this may give the necessary stimulus to their interest in his life. The best time, however, to give a biography of an author, when that is helpful, is after the lesson has been studied, for then the pupils will appreciate what the teacher has to say about him personally.

It may be objected that these methods of introduction make the pupil depend too much on the teacher, and do not throw him sufficiently on his own resources. It is to be remembered, however, that the great object of teaching literature is to cultivate a taste for it. When the pupil approaches a selection with ideas and feelings which are already, in his consciousness, related to those presented in the poem, he is in the best possible mental attitude to appreciate it, and the probability of his liking it is much greater than if it were presented without any such introduction. The pupil's first impressions of a poem are all-important, and it is essential that his first introduction to it should be made under the most favourable circumstances. If his first acquaintance with poetry is made under pleasant conditions, he will inevitably develop a taste for poetical literature, and that is the object which the teacher has in view. When this taste has been formed, it will not be necessary that the teacher should be at hand in order to recall the proper experiences for the interpretation of a passage. The pupil will read appreciatively on his own account, without any such assistance.

In all cases, the preparation of the pupils for the lesson must be short. Nothing more should be given than will suffice to bring them into a suitable mood; usually some simple experience of their lives is ample. The time for the lesson is always limited, and the proportion between the introduction and the main theme must always be maintained.

PRESENTATION

The next step in the development of the lesson is the presentation. How shall this be done? There are three ways: The teacher may ask the pupils to read the lesson silently at their seats or at home and come prepared to participate in the discussion; or he may ask some of them to read the lesson aloud; or he, himself, may read it to the pupils. The merits of each of these methods will be considered.

In prose, it is advisable to let the pupils read the selection before the lesson is taken up by the teacher. The pupils must have practice in getting the thought from the symbols on the printed page and in grasping the general trend of the story, the description, or the argument. The work will be mainly intellectual, but the pupils may also, at this stage, have practice in discovering the emotional elements in some of the prose extracts.

VALUE OF ORAL READING IN THE INTERPRETATION AND APPRECIATION OF LITERATURE

Every teacher should be a good reader. His tone of voice, his movement, his gestures are the signs by which the pupils interpret his emotional attitude. If he is not already a good reader, he should bend all his energies to become one. Persevering practice, attention to mechanical features, such as distinct articulation, pausing, flexibility of voice, and, above all, a sympathetic appreciation of the author's thought and feeling, will soon convert a poor reader into a good one. He will soon find that his voice will accommodate itself insensibly in pitch, tone, and movement to the changing emotions of the poem. The delight of the lesson will be greatly enhanced where the reader lends to the rhyme of the poet the music of his voice.

The reading reveals the general thought of the poem. In simpler poems, the pupils will recognize in the reading the relationship and the intent of many of the subordinate parts. But the intellectual side is only secondary. Literature, in its finer forms, is not primarily an intellectual subject, such as grammar or mathematics. The emotional tone, the spiritual meaning, and the artistic form--these are the main elements, and these can be best developed by good reading. The teacher should acquire the habit of reading poetry aloud in his home, and should induce his pupils to follow his example. Further, as two senses will give a more vivid realization of thought than one, the pupil, in the class, should follow with his eye the reading of the teacher; and it is helpful for a church congregation to follow with the eye the reading of the scripture lesson by the minister.

THE DEVELOPMENT OF THE MAIN THOUGHT

The teacher should next assist the pupils to discover the main thought of the lesson. In many cases the meaning will be very vague, and the pupils will have difficulty in formulating a terse and comprehensive statement of the subject of the poem. If the question is asked in a stereotyped form, such as "What is the main thought of the poem?" the enthusiasm of the pupils is often chilled. The teacher may, if it is a narrative poem, ask for the main points in the story, and may assist the pupils by calling attention to some pertinent passage, or by removing difficulties by means of questions or explanations. In all cases, it is well to accept a partially correct answer by the pupils, and to try to improve its imperfection by questioning, until a fairly complete and substantial statement has been given. Every answer which contains even a fragment of sound thought should receive due recognition. In some cases it is sufficient, at the outset, to take an imperfect statement of the main thought, since the study of the poem will reveal its defects. The teacher must keep before his pupils this statement, so that at the conclusion of the lesson they will be quite ready to replace it by a more accurate one. The teacher should be careful that the emotions aroused by the poem are not unduly weakened or dissipated by the analysis of its intellectual content. Many lessons by young teachers fail just at this point, by reason of questioning unskilfully or by rejecting answers that do not correspond to their own cut-and-dried preconceptions.

The teacher should follow a similar method in discovering the leading thought of the subdivisions of the poem. These often correspond to the stanza forms, but the lesson may become very wearisome by insisting on too great detail. The poem often falls into two or three main divisions, into which the various stanzas may be grouped. With Senior Forms it is a good exercise to ask the pupils to make this grouping, but, with those not so advanced, the teacher himself may make it and ask the pupils for the central thought in each group. In the teacher's anxiety to have these subjects clearly stated, he runs the risk of wasting time and, worse than that, of killing whatever interest the pupils may have had up to this point. If the pupils could give these subjects with perfect clearness now, there would be little else to do. The greatest care must be exercised to prevent the work becoming mechanical, thus destroying the interest and making the selection distasteful.

MINUTE ANALYSIS

The next stage in the analysis is the examination of the passage minutely. There is always a place in the lesson for the study of words and phrases. The teacher should ask questions on these, in order to ascertain if the pupils have felt their force and vitality. They are to be taken up only to illuminate and impress the main thoughts and emotions of the poem.

In some cases, as in prose lessons, the pupils may acquire the dictionary habit. This develops and cultivates a studious disposition and accuracy of statement. But in poetry there are many subtle meanings that the dictionary will not give, but which the pupil has learned through contact with educated people and acquaintance with books. Most of the words that people use have not been learned from the dictionary, but from their context in reading or conversation.

ALLUSIONS

The teacher of young people cannot hope, by explanation of the allusions, to arouse all the pleasure and the vitality of emotion that will be induced in the reader who has the culture that comes of wide reading; nor can the teacher communicate this emotion when the information is new. The pleasure comes, later on, from the recall of information that was assimilated in earlier years.

THE IMAGERY

The language of poetry is generally concrete. The artist may wish to give expression to a general truth, or philosophical principle, or ethereal fancy. These appear very abstract, but the artist embodies in material forms the idea he wishes to convey. The poet expresses his thought by the suggestion of material imagery, and emotion is most readily aroused by these images.

Antony, in his funeral oration after Caesar's death, knew how to arouse his audience to fury by showing them Caesar's wounds and holding before them Caesar's mantle with its rents. Not always can the real object be produced for these emotional effects, but the teacher can sometimes bring into the class-room, for the benefit of young pupils, concrete material such as pictures and work in manual training. He can also call attention, at times, to the falling snow or the colour of the leaves or the sky, by asking the pupils to look out of the class-room windows. But in most cases, he has to be content with trying to recall the memory of these natural things. This shows how valuable has been the excursion of the boy into the country, and his experience on holidays by the river and in the harvest field. The nature study lesson furnishes the material for future enjoyment of poetry.

The pupils in our schools are very capable in realizing visual imagery. They can see the visual image very readily with its colour, form, and movement. They can arrange the objects in the picture with foreground, background, light, and shade.

These images of sight and sound picture the gaiety and magnificence of this festive scene, in order to make more marked the contrast with the fear and pathos of the farewells. This contrast is enforced by the two auditory images:

And all went merry as a marriage bell; But hush! hark! a deep sound strikes like a rising knell!

Can your pupils image the wedding-bells chiming from the cathedral some afternoon in June, when suddenly the ear catches the sound of a death-bell tolling from another church? Any reader who cannot realize the sounds of those two bells with their discordant effects will miss the intention of Byron.

The pupils, through the stimulation of their senses, must have experienced the luxurious effects of orchards, flower gardens, and clover fields; the odours of apple blossoms and the smell and taste of the "full-juiced apple waxing over-mellow"; the perfumes and temperatures of spring, midsummer, and winter if they are to read nature literature intelligently and feel its charm. The words must have meaning if they are to awaken the feeling that was part of the original experience.

THE LITERATURE OF NOBLE THOUGHT

In literature, as in other arts, there is a great deal that is merely decorative. It is not the purpose here to disparage this form of art. "A thing of beauty is a joy for ever. Its loveliness increases." Some of the most famous portraits and landscapes in the picture galleries afford infinite pleasure to the student of art by the technique in colour, drawing, and arrangement. They are greater than photography. "The light that never was on sea or land, the consecration and the poet's dream" have given them a beauty that is greater than the realism of the actual person or natural scene. It is the same in literature. The author's feelings, his language, the rhythm of his words, and his delicate fancy afford the reader greater delight than he has ever known when he has met similar persons, scenes, or actions in real life. This is genuine aesthetic pleasure, similar to the pleasure that people derive from china, music, or landscape gardening.

There is, however, a higher form of art in both pictures and literature. There are pictures that suggest some noble aspiration, some great universal truth, some great conflict between duty and interest. We feel instinctively that these are greater than pictures possessing mere masterly technique. It is the same in literature. There are poems in which we feel that the thoughts and feelings are sublime. Perhaps the technique of these is not equal to that of the poetry described in the preceding paragraph, but the experienced teacher has felt his pupils lifted above mundane affairs, when they begin to grasp the true significance of such poems. The youngest pupils show their appreciation by wide open eyes, when these are read. They instinctively feel that this work is better than the merely pretty and dainty things in poetry.

In teaching these lessons, the spiritual meaning should be constantly emphasized.

The mere statement of the thought is not impressive. It is the presentation of it in poetical form that makes its effect impressive and lasting. The pupils may be led to discover how the author has accomplished this by means of the concrete embodiment of imagery, language, metaphor, and music.

RECAPITULATION

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