Excerpt
PREFACE.
The purpose held in view by those who place the study of Milton in high school English courses is twofold: first, that youth may seasonably become acquainted with a portion of our great classic poetry; and, secondly, that they may in this poetry encounter and learn to conquer difficulties more serious than those they have met in the literature they have hitherto read. It is for the teacher to see to it that both these aims are attained. The pupil must read with interest, and he must expect at the same time to have to do some strenuous thinking and not to object to turning over many books.
The average pupil will not at first read anything of Milton with perfect enjoyment. He will, with his wonted docility, commit passages to memory, and he will do his best to speak these passages with the elocution on which you insist. But the taste for this poetry is an acquired one, and in the acquisition usually costs efforts quite alien to the prevailing conceptions of reading as a pleasurable recreation.
The task of pedagogy at this point becomes delicate. First of all, the teacher must recognize the fact that his class will not, however good their intentions, leap to a liking for Comus or Lycidas or even for the Nativity [vii] Ode. It is of no use to assign stanzas or lines as lessons and to expect these to be studied to a conclusion like a task of French translation. The only way not to be disappointed in the performance of the class is to expect nothing. It will be well at first, except where the test is quite simple, for the teacher to read it himself, making comment, in the way of explanation, as he goes on. Now and then he will stop and have a little quiz to hold attention. When classical allusions come up requiring research, the teacher will tell in what books the matter may be looked up, and will show how other poets, or Milton elsewhere, have played with the same piece of history or mythology. Thus a poem may be dealt with for a number of days. Repetition is, to a certain extent, excellent. The verses begin to sink into the young minds; the measure appeals to the inborn sense of rhythm; the poem is caught by the ear like a piece of music; the utterance of it becomes more like singing than speaking. In fact, the great secret of teaching poetry in school is to get rid of the commonplace manner of speech befitting a recitation in language or science, and to put in practice the obvious truth that verse has its own form, which is very different from the form of prose. But repetition may go too far. Over-familiarity may beget indifference. Other poems await the attention of the class.
The teacher who really means to interest his classes, and begins by being interested and interesting himself, will rarely fail to accomplish his purpose. The principal obstacle to success here is the necessity, that frequently exists, of conforming to the custom of examining, marking, and ranking—a practice that thwarts genuine personal [viii] influence, formalizes all procedures, and tends to deaden natural interest by substituting for it the artificial interest of school standing....