Literature in the Elementary School Part 1

Literature in the Elementary School.

by Porter Lander MacClintock.

PREFACE

This book had its origin in several years of experience and experiment in teaching cla.s.ses in literature in the Laboratory School of the University of Chicago, when that fruitful venture in education was being conducted by Professor John Dewey; in many years of private reading with children; and in many years of lecturing to teachers of children.

Indeed, all the material bears the unconcealable marks of its origin as lectures, it being extremely difficult to turn into decorous chapters in a book, stuff which first took shape as spontaneous and informal lectures.

The central matter of the book was published as a series of articles in the _Elementary School Teacher_ of October, November, and December, 1902, and a synopsis of the whole book was printed and widely circulated in January, 1904. These facts may partially account for a certain familiarity that many readers will perceive. May I venture to hope that this sense of familiarity may also be partly accounted for by the fact that the views expressed are consonant with those arrived at independently by many recent students of literature and of children?

Were it not a matter of mere justice, this would be scarcely the place to mention my debt of many kinds to Professor W. D. MacClintock of the University of Chicago; the incalculable value of Professor Dewey's influence and sympathy; and the unforgettable stimulation of Mrs.

Dewey's criticism. Neither is it more than justice to express my grat.i.tude for the patience of my publishers, which has endured both much and long.

P. L. M.

UNIVERSITY OF CHICAGO June, 1907

CHAPTER I

LITERATURE IN THE ELEMENTARY SCHOOL

According to the navely formal method of division of the old-fas.h.i.+oned homiletics, the t.i.tle itself offers a quite inevitable outline for the discussion in this chapter--an outline that takes this form: (1) literature; (2) literature in the school; (3) literature in the elementary school; and while we may smile at the pat formality of the little syllabus, we cannot resist its logic. Perhaps we can retain the logic while we disguise the formality.

When one proposes to enter for any purpose or from any point of view, a large field, especially a field that has already been much explored, he feels that he must hasten to define his bounds, to stake out his particular claim. But he makes a mistake if, in his haste to do this, he fails to make clear his understanding of the location of the large field and his conception of its nature. Any new discussion of literature must justify itself at the beginning by declaring from what point of view it will proceed and in what direction it will move. This seems a good place, then, to declare that this whole discussion will concern itself with literature as a part of the training of children. Yet this discussion must constantly proceed in the light of certain fundamental conclusions concerning literature in general, and in its essential nature, and it will help us to stand upon common ground to state these conclusions.

Literature, like every other subject that would claim a place as a discipline in school, is called upon in our day of re-examination and readjustment of the curriculum to make good its claim by showing that it has in its nature something distinctive by virtue of which it performs in the child's education some distinctive service. It is true, that no subject of human interest is a quite detached island; pursued far enough, its edges blur and mingle with the edges of neighboring interests, so that there are regions where the two are indistinguishable. But every body of material has a characteristic center where it declares itself unmistakably. However widely it radiates from this center, however many or however distant areas it touches and mingles with upon its borders, in this center it is itself and nothing else. This becomes clear when we consider some of the larger subjects of educational discipline. There is, for example, a well-defined subject, geography, though if one pursues it far, he comes in one direction upon geology; in other directions, upon history or economics or sociology or politics. Or to take another group of subjects, there is a region in which you are dealing with anatomy, though on the edges of it you pa.s.s imperceptibly into physiology or general biology.

For several reasons it is especially difficult to fix the bounds of literature. It touches the margins of every other human interest; it may reach into any of the areas about it for subject-matter; it shares with all other subjects its means of expression; it lends to all other subjects certain of its methods and devices, when these other subjects must be presented effectively; its very name is applied loosely and half figuratively to writing upon any subject, and for whatever purpose produced. But for all this, literature, too, has its distinctive center, where it can be differentiated from everything else.

We begin to make this differentiation when we say that literature is art--that it is one of the fine arts. We set it apart from the other arts by the fact that it uses language as its medium, and we set it apart from other writing by the fact that it uses language in the way art must use it--not for technical purposes, not as a medium for teaching facts or doctrines, not to give information, but to produce artistic pleasure; not to conserve use, but to exhibit aesthetic beauty.

When one's mind is clear on this point, he will not be confused by the fact that literature handles matter from other provinces--history for example--or by the fact that other kinds of writing borrow the devices of literature to beautify or otherwise make effective their own material. When Scott takes from history the figure of Richard Coeur de Lion, it is not for the purpose of teaching historical fact, but for the sake of putting into his picture a striking person and an effective motive. When Macaulay employs many figures of speech, when he rounds out his periods and balances them carefully, when he uses picturesque concrete and particular persons and objects rather than abstractions and generalizations, all to make clear and vivid the information he is giving, he is still writing history and not literature, since he is aiming first at fact and not first at beauty.

This recognition of literature as art, and the differentiation of it from the other kinds of writing, so far from being a mere bit of aesthetic theory remote from the teacher and his child, is the fundamental and essential step in the teacher's procedure, because it const.i.tutes at once a clue to lead him in his choice of material, a guide to direct him in the method of using it, and a standard to indicate the nature of the result he may reasonably hope for. When the teacher knows that he is to choose his literature as art he is freed from the obligation of selecting such things as will contain technical information, historical facts, desirable moral lessons, or other utilitarian matter. This is far from saying that in choosing he will be indifferent to the actual material details or to the moral atmosphere of his bit of literature. The fitness or unfitness, the beauty or ugliness of these will often be the ground of his adoption or rejection. It does mean, however, that technical and professional details of fact and teaching, matters which are always subsidiary and secondary in literature as literature, cannot dictate his choice when he is choosing from the point of view of art.

The habit of regarding literature as art clarifies immediately the teacher's conception of his method of handling it. To teach literature as literature is not to teach it as an adjunct to some other discipline; it is not to teach it as reading-lessons, or spelling-lessons, nor as grammar--though incidentally the lessons in literature will have great value in all these directions; it is not to teach it as botany, as history, as mythology, as politics, as naval or military tactics, or as ethics--though again, by way of teaching it as literature, interesting by-products in any of these subjects may accrue.

It is equally true that a clear understanding of the fact that the results aimed at and legitimately hoped for are to be of the literary, artistic kind, and not of the utilitarian or scientific kind, will lighten and irradiate the teacher's problem and through him the children's task, doing away with the sense of burden and subst.i.tuting for a vague and s.h.i.+fting end, a definite and delightful purpose.

To take a specific instance--it is very little to the purpose of literature to have taught a cla.s.s that Longfellow was an American poet who lived in Cambridge, Ma.s.sachusetts; and that, though the myth and legend of Hiawatha properly belong to the Iroquois, Longfellow transferred it to the Objibways. So far as the distinctively literary result goes, these facts are neither here nor there. But the enjoyment of the music of the verse, the loving appropriation and appreciation of some of the beautiful images and pictures, some grasp of the large meaning, the n.o.ble trend, of the whole poem, a general tuning-up of the cla.s.s to something like unison with its emotion, a better taste in the whole cla.s.s, and in a few members of it some improvement in their own powers of expression--these are the kind of result at which the teacher aims when he teaches literature as art.

The question of literature in the school has taken on a new aspect in this our current day, and especially in American schools, owing to the decidedly diminished place left for it in the modern curriculum. This has come about most naturally in the vast enrichment of the course on the side of scientific and occupational material. And naturally, too, in the process of turning from a purely book-education, we have tended to turn also from literature--a field which for many generations has seemed to be inextricably shut up in books. But it is also true that, in a large part, this turning-away from literature has been from literature wrongfully apprehended and mistakenly taught. Whatever be the explanation of the smaller place given to literature, no thoughtful student of modern education, no matter how firmly he believes in the function of literature, can regret that it should take in the curriculum its due and proportionate place. Such a student knows best the follies and absurdities achieved by untrained and inartistic teachers, in whose hands literature is made the center to which they attach any and all other matters of training; he best knows the fact that literature leaves many of the child's powers and capacities untouched; he best knows the danger of over-stimulating those powers and capacities that literature does develop and strengthen, and that it is a misfortune for a child or a cla.s.s to live prevailingly in an atmosphere distinctively literary; and he knows that a few specimens chosen aright and taught aright produce the essentially literary result more surely and more safely than such a programme as could once be seen in school--a programme that seemed to reflect the teacher's desire to give the children within the grammar school all the reading that they ought reasonably to be expected to have up to maturity.

The choosing of literature for use _in school_ creates immediately several important conditions. The bit chosen is elevated at once into the dignity and isolation of a discipline, and is set apart from matter to be read once and casually, for recreation or amus.e.m.e.nt, at home or in hours of intellectual play, to the single child or a small group of h.o.m.ogeneous children. In view of the fact that the specimen is being chosen for use in cla.s.s, it must be broad and typical, appealing, as it were, to the universal child. It must not be merely fanciful, freakish, satirical, or witty, because, while there is pretty sure to be some child in every cla.s.s who would appreciate its flavor, the others would not, and could not be brought to such appreciation. It should not be too imaginative, since it must make its appeal to a group whose experience has been of many kinds and degrees, and it cannot count upon any uniform body of apperception material that has paved the way into a very delicate or very pervasive imaginative atmosphere. It must not be too emotional, because the teacher must be aware of the hysterical children in every cla.s.s, and because it is next to impossible to tune up any social group as large and as mixed as the cla.s.s to anything like a high emotional unison or complete artistic like-mindedness. What the cla.s.s, that composite child, needs are such things as display the broader, simpler aspects of life and art, such as call out in them the simpler and more direct responses.

If one is giving a story or a poem a single reading, and reading it merely for recreation, he may pa.s.s so lightly over the details, and may so handle its structure, that its weaknesses and faults may not appear, or may easily be lost sight of in the emphasis laid upon the pleasant and successful aspects. But a bit of literature selected for the cla.s.s must be worth while in every particular; it is to be lingered over, digested, a.s.similated; it must be fitted to stand out in the light of searching criticism--and the a.s.sembled cla.s.s soon comes to be a very acute and exacting critic; it is to stand the test of individual question and community judgment. If, therefore, it is to become, as one must hope, a part of the children's experience, a contribution to their artistic and moral well-being; if it is to be a bit of real education, it must be sound in structure, trustworthy in detail, satisfactory in issue. No matter how simple it is, it should be good art, and chosen upon the same critical principles that one would apply in choosing good literature of any degree of complexity.

While it is a great mistake to suppose that literature for children is a bit of garden ground to be considered apart from the general landscape, it is true that there are certain characteristics of children within the elementary period, and certain accepted conclusions concerning the nature and spirit of their other work, that must be taken as guides in the matter of their literature. It is not sufficient--though it cannot be too often said that it is necessary--that the literature be good; that, no matter how simple it be or how complex, it must satisfy the demands of good criticism--however important it be that it be good, it is equally important that it be fit.

One who reads the courses of study and lists of reading prepared for the elementary grades, and examines the manuals for their teachers, comes near concluding that the larger number of mistakes, and the mistakes most disastrous, lie here--in losing sight of the principle of fitness. For in these formal lists, and suggested in the manuals, one may find, first and last, heaped up all that various teachers have themselves happened to like; all that critics have praised; all whose t.i.tles sound as if they ought to be good; all that is concerned more or less remotely with other things the children are studying; all that a generation of mistaken educational logic has suggested; all that a mature reader ought to have read in a life-time; all that a blind interpretation, both of childhood and of literature, has called suitable--historical works, American literature, Shakespeare's comedies, the _Idylls of the King_, sentimental and bloodthirsty juveniles--a chaotic and accidental jumble. Out of some such haphazard impulse and some such failure to apply the law of fitness come such mistakes as the introduction of fifth-grade children into the mazes of a satiric social comedy like _A Midsummer-Night's Dream_, or the placing of first-year secondary children amid the bitter jests and baffling irony of _The Vicar of Wakefield_. Such pedagogical misfits arise out of sheer ignorance of the child's nature and its needs, and of the plainest principles of literary interpretation. They persist year after year because of the blind following of supposed authority, nowhere so blind as in matters of literary opinion.

The preparation that should be made by the teacher who is to choose and teach this literature is, after all, not so very formidable. We will leave out of the discussion that mystic thing called the teacher's gift.

Undoubtedly there is such a thing; but it descendeth upon whom it listeth, enabling him to choose by intuition and to teach by inspiration the special bits of literature that prove to be best for the children.

But such a person is not safe, unless he supplement his gift with knowledge; his choice is purely personal and esoteric, his principles accidental and incommunicable.

What is the nature of the supplement such a teacher must make to his gift? What is the training with which the teacher without the gift must fortify himself? It is little more than one would like to have for his personal culture, and little other than he is obliged to have for his contact with the children in other directions. By dint of much reading of literature and some reading in good criticism he must bring himself to a sane view of the whole subject, realizing what literature is and what it is not; what it can be expected to accomplish in human culture, and what we cannot reasonably ask of it. He must know something of its laws, that he may know how to judge it and when he has judged it aright.

This process will inevitably have refined and deepened his taste and broadened his artistic experience in every direction. Of course, he will not talk to his children about literature as an art, about critical problems, structural principles, and all that; no more will he, when he is guiding his cla.s.s in evolving for themselves food and shelter by way of beginning the study of history, talk to them about primitive culture and social evolution. But he is an ill-equipped and untrustworthy guide if he does not have in his own consciousness these large explaining points of view. It is precisely so with the large fundamental principles of literature. One gathers certainty and power for the choice and teaching of the merest folk-tale, if he is able to see in it the working of the great and simple laws of all art. And more specifically he must imbue himself with the spirit of the childlike literature. He must know and love the wonderful old folk and fairy tales, not regarding them as matter for the nursery and the kindergarten, merely, but learning to love them as great but simple art. He must read the hero tales and romances till he knows them as a treasure house out of which he may draw at his need. Many, many children's stories and poems he must read to be able to judge them and he must read all those artists, Carroll, Stevenson, Pater, Hauptman, who in _Alice_, _The Child's Garden_, _The Child in the House_, _Hannele_, have done so much to interpret for us in the artist's way the consciousness of the child.

In teaching literature, as in all that he does for the children, he will have use for all the knowledge he can get of childhood and children; for all that he can learn of the trend of conclusion in psychology and educational philosophy; for all knowledge he can acquire as to the meaning and import of all the other subjects of elementary instruction.

Only then can he choose and teach literature that is fit in both the necessary senses--adapted to the children and harmonious in spirit with the other interests they are pursuing. Out of such knowledge of his material and his children there should grow a reasonably clear and consistent vision of the result he hopes to reach and the steps he must take to reach it. Out of all these elements should come the courage to examine fearlessly the traditional material. Better still, out of this combination will come that faith, enthusiasm, and respect for his material, that confidence in its usefulness, that hopefulness as to its results, which are desirable in a teacher of any subject, but which are absolutely essential in the equipment of a teacher of literature; because he must above all things radiate both light and warmth; he must diffuse about his material and his children the breath of life and the glow of art.

CHAPTER II

THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN

It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes. In this matter we may a.s.sume and build upon the larger conclusions of psychology and educational philosophy. And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in cla.s.s, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.

Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes. The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the un.o.bservant, so as to produce a blindness or an indifference as to his needs. Though, as a matter of mere justice, one must add that the blindness and indifference have had their existence chiefly in the indictments of those who opposed the movement when it was new.

Few parents or teachers may now be found so benighted as to deny the delight and profit of letting the child grow in all the joy and freedom possible, following his instinctive interests, expressing his original primitive impulses. But we must grant, however sadly, that the modern child is not to be a member of a primitive society; that he is living and to live in a complex, advanced community, to whose standards he must be, on the whole, adjusted and adapted. Therefore, his interests and activities must be channeled and guided; new interests must be awakened; he must be in a certain sense put, while he is still a child, into possession of what his race has acquired only after many generations.

In literature then, as in the other subjects, we must try to do three things: (1) allow and meet appropriately the child's native and instinctive interests and tastes; (2) cultivate and direct these; (3) awaken in him new and missing interests and tastes. What is there in literature serviceable for any or all of these purposes, and is there in literature anything that is distinctively and uniquely useful in the whole process? It seems only reasonable to look for the answers to these questions among the distinctive features of literature.

The most conspicuous and distinguis.h.i.+ng fact about literature is, of course, its relation to the imagination. Now, when the student of literature or any other art talks about the imagination, he must be allowed to begin, as one may say, where the psychologist leaves off, because, while the psychologist as a scientist likes to limit his attention to the mind acting as imagination, the literary critic must consider, not only this activity of the mind, but its product--a product that presents itself as an elaborate phenomenon. This is the reason why the natural process of the literary critic seems to the student of psychology a beginning at the wrong end; because it is a beginning with an objective product, and with the larger and more salient features of that product.

Literature finds its material in nature, and in human nature and life.

It has no source of supply other than that of every other kind of human thought. But before this material becomes literature, the imagination has lifted it from its place in the actual world and elevated it to the plane of art. Working upon this plane with this material, the imagination modifies, transforms, rearranges it, making new combinations, discovering unsuspected relations, bringing to light hidden qualities, revealing new likenesses and unlikenesses; and at last returns to us a product that is a new creation. Working in its larger creative capacity, the imagination constructs out of material which may be scattered or chaotic when gathered by observation, unified and organic wholes.

Indeed this large whole, this completed edifice that the art-product presents is itself an image, a vision present from the beginning of the process of creating. As the architect sees before he begins to build, the plan of his house as a whole and measurably complete thing, so the literary artist has from the beginning this large image, this plan presenting the main features of the thing he is to produce. This allows for the fact that new details are added as he goes on, the plan modified or transformed. But the artist's final result starts as an image.

This is not mere aesthetic prosing. We must set it down as vitally important in the point of view of the teacher of literature, that he must look at his material as the product of the imagination in these four ways: first, the imagination presents the large image or plan; second, it chooses the material; third, it decorates, purifies, or otherwise modifies it; fourth, it organizes or recombines it. This recombination into a new whole, no matter how simple it is, will, if it be art at all, display in some degree the large qualities common to all art-form--unity, variety, symmetry, proportion, harmony. It is the fact that in literature you have a large but manageable whole got together under laws producing these qualities and making for completeness and beauty--it is this fact that gives to literature a large share of its power in cultivating the child's imagination.

Now, there is a very common misapprehension of this phrase "cultivation of the imagination," many people taking it for granted that it invariably and exclusively means increasing the amount of a child's fancy, or the number of his fancies. Undoubtedly this is one of the effects of literature, and undoubtedly it is sometimes a desirable thing. There are children born without imagination, or so early crushed down by the commonplaceness of the adult world that they seem never to have a fancy--to be entirely without an inner life or a spiritual playground. But the average child has abundant imagination, and an abundance of imaginations; while children of the artistic or emotional temperament may often be found, especially in the period gathering about the seventh year, living in a world of their own creating, moving in a maze of fantastic notions and combinations of notions, unable to see actual things, and unable to report the facts of an observation or an experience, because of the throng of purely fanciful and invented details that fills their consciousness. To increase the amount of such a child's imaginative material would be a mistake; to throttle or ignore his imaginative activities would be a mistake still more serious.

We all know the two paths, one of which is likely to be followed by such a child. Either he drifts on, indulging his dreams, inventing unguided fancies, following new vagaries, and later reading those loose, wild, and sentimental things into which his own taste guides him, till all his mental processes become untrustworthy; or he is taken in hand, given fact-studies exclusively, becomes ashamed of his fancies, or loses interest in them because they bear no relation to anything in the actual world as he is learning to know it, and finally loses completely his artistic imaginative power.

As an aid toward averting either of these disasters, the imaginative child--who is the average child--as well as the over-fanciful one, needs to have developed in him some ability to select among his fancies, so as to cling to the beautiful and useful, and discard the idle ones. To do this, he must get the ability to put them together in some plan or system that satisfies both his taste and his judgment. They are permanently serviceable either for work or for play only when they attach one to another and cohere into a somewhat orderly whole. One is tempted to think that to put the children into possession of such a faculty or such an accomplishment is the most important step in elementary training, because, as a matter of course, it at once radiates from the handling of their invented or fanciful material into the ordering of that which they gather from deliberate observation; and, as most often happens, the artistic imagination lends a helping hand to the scientific imagination. Undoubtedly the pleasantest way and the way that lies most readily open in helping the children to acquire and develop this faculty, is the way of literature. Here it is that they see most easily and learn to know most thoroughly those complete and orderly wholes made up from beautiful or significant details, with nothing left fragmentary or unattached. Of course the teacher must choose his bit of literature with a view to this effect--a lyric, a ballad, a story, that actually does show economy of material, reasonable and effective arrangement of details, and a satisfying issue. Not all the literature available for children does display these qualities. Compare, for example, Perrault's _Cinderella_ with Grimm's version of the same tale.