Teachers Outlines for Studies in English | Page 8

been said, and said with force, about the impossibility of teaching literature. But while many believe that certain kinds of literature can be taught with marked success, they are apt to feel the force of the above contention when they attempt to teach poetry.
It is, of course, comparatively easy to make clear the main idea of a poem, the facts of the plot, the details of the setting, and the characteristics of the actors; but the score of artistic touches that make the poem great cannot be taught, any more than can the beauty of a flower. To be sure, some pupils may appreciate these touches, and appreciate them because of the instruction they receive, but, on the other hand, others never will in spite of all aid and encouragement. It should not for a moment be forgotten, however, that the matters that can be taught are by no means inconsiderable. The language must often be explained; the thought, buried in involved sentences, must be simplified; and the unfamiliar or abstract ideas must be illuminated by illustration. There are doubtless some ideas in poetry that cannot be explained in words, but most of the obstacles that pupils meet with may be smoothed away, if only the difficulty is perceived.
The task of the teacher is, first, to put himself and his class into the atmosphere of the poem. Then the events of the narrative, the idea of the lyric, the characteristics of the setting, and the individualities of the various actors must be clearly brought out. Studies must be suggested that will make the pupil read over and think over, again and again, the words of the poet. Lastly, by reading aloud and by devices which may defy analysis, but which will suggest themselves to teachers who, enthusiastic themselves, desire to inspire others, the class must be made to feel the truth and beauty of the poem.
NARRATIVE POETRY
A narrative in verse is not essentially different from a narrative in prose. The content is still the important feature, but form demands far more attention than it does in prose. More care must be given to the first and second readings of a poem than of a novel, since certain difficulties of form and language cannot so readily be left to the student himself to master.
The comprehensive study will follow the same lines as in the prose narrative;--setting, plot, characters, central idea, and form. Before beginning certain poems, the teacher should bring up briefly some preliminary topics for the purpose of interesting the class in what they are about to study. A half-hour's talk at this point may be of the greatest value, if it is strictly a preparation for the work in hand. It is a mistaken kindness to tell pupils, in advance, the story of a poem, but whatever will give them more interest in beginning the work, or a better understanding as they proceed, is legitimate and desirable.
OUTLINE FOR THE STUDY OF NARRATIVE POETRY
I. Preparation
Such facts must be presented as will make the first reading intelligible, and put the class into the atmosphere of the poem.
II. A Rapid Reading
This reading of the poem must be accompanied by general suggestive questions and explanations. A part of the first reading should probably be assigned for home work, but the more important passages, at least, should be read in class by the teacher, or by some good reader among the pupils.
III. A Careful Reading
The main purpose of this reading is to gain an understanding of the poem. It will include a thorough but not exhaustive study of its details; the best passages may be read aloud, and choice selections committed to memory. Then should follow a brief practical study of meter, with class discussions to interpret the thought of the author.
IV. Study of the Poem as a Whole
A. Content
1. Setting
2. Plot
3. Characters
4. Central idea
5. Method of narration
B. Form
1. Structure
2. Meter
3. Style
C. The Life and Character of the Author
OUTLINE FOR THE STUDY OF THE LADY OF THE LAKE
I. Preparation
The introductory work that the teacher is required to do for his class depends upon the conditions: the age of the pupils, their previous reading, etc. The following topics are suggested as suitable for the double purpose that we have in mind: arousing the interest of the class, and supplying necessary information.
1. A brief account of Scott's ancestry to show his connection with the Highland clans.
2. Some facts of Scott's boyhood to show his enthusiasm for outdoor life, for deeds of daring, for old Scotch legends.
3. The story that Lockhart tells in his life of Scott[1] (p. 266), of how tired soldiers were aroused by a recital of The Battle of Beal an Duine.
4. A short account of the Scottish lake region, with map.
5. A very few facts concerning James V and the Douglas family.
II. A