897 W157 FOREWORD FOR several years there has been much discussion of the defects in our high school teaching of English. The public and the colleges have inveighed against us, both for what we did, and for what we did not do. We, as teachers, though we knew that we could not expect mature thought from boys and girls, and though we knew that we could not perform the miracle of obtaining one hundred per cent achievement from youth of fifty or seventy-five per cent brain power, have not been satisfied with results. We have recognized the defects in our graduates, and we have seen justice in the demand for more practical instruction. Moreover, realizing that a live, broad-minded teacher is worth more than an overstrained, nervous, narrow one, we have sought relief from theme correction. At any rate, we have said, singly and collectively, "Oral composition will solve the whole problem!" Granted. But how should we go about it? Strange to say, many were reluctant to try it. Those who did groped their way, often without a definite plan of procedure which should make the work of value. If oral composition is to be a vital part of our English courses in the future, we must cease to think of it as a haphazard experiment and must plan it just as carefully as we have planned the teaching of literature or writing. The chief purpose of oral composition is to aid in preparing pupils to stand when occasion demands, and say naturally, fearlessly, and agreeably, as well as simply and clearly, whatever they have to say. Since everybody is M271329 called on, at some time, to do this, it is high time that everybody be prepared to meet this demand as he meets other demands and duties in life. Nor will the ability to gather his thoughts and set them forth in orderly fashion fail to react on his everyday work and on his character. This book is an attempt not only to help place oral composition where it belongs in the curriculum, but to reconcile the supposed differences, to bridge the supposed gap between oral and written expression. The pupils must be made to realize that talking, though often more effective than writing, is, on the one hand, just as easy, but, on the other hand, needs as much thought and preparation as writing. Most pupils write better than they speak. Should they not have a chance to equalize their effort? It is expected that the teacher who uses this book will place the emphasis in composition on oral expression, and that as a result far less written work need be required. However, the basis of good composition, the planning, is provided for here. The manner of expressing thought in paragraphs, sentences, and words is fully treated. Furthermore, the sections on material and kinds of composition, and the topics, can all be used as assignments in connection with written work. The material and arrangement of the book may need some justification and explanation. The full classification of kinds of discourse is used, in spite of its lack of originality, because these kinds are in constant use, because definite training prepares for public speaking better than does desultory, and because oral composition should follow much the same progression as does written. Terms in common use have been used to avoid confusion in the minds of pupils. Many extracts have been taken from contemporary speeches, not because of any permanent value they may have, but because they are more in the straightforward, simple style of the present, and much more like what the pupils themselves may have occasion to use than are the classic models. The great orations of the past are always available for study. Ephemeral speeches are not. It is to be hoped that the teacher will select according to the needs of his classes. Such sections as those on the reasons why we should know how to speak, the power of speech, and the history of the language are not intended for close study as material for examinations, but as reading to arouse interest. Needless to say the order of the assignments is not arbitrary. The topics are intended to be suggestive, since only the general scope could be presented here. The wide-awake teacher will make out new sets each term, as events suggest timely subjects. Current topics should be used whenever possible. The pupils will suggest good ones. Teachers of other branches may be glad to formulate topics that the pupils can use in correlation. Methods in oral composition differ greatly. The writer feels that it should, if possible, be made spontaneous in large part. Pupils may easily be led to clear expression of opinion, or to animated informal debates in the class recitation on literature. Reports may be assigned to volunteers at first, then to each in turn, thus bringing before the class much additional information in an interesting form without increasing the home work of all. For this, the section on topics based on the college entrance reading is intended. Some teachers may prefer to take entire class periods. Interest is increased by allowing the pupils to choose topics from posted lists, not more than two taking the same. It is sometimes advisable that the reports of two on the same topic should be compared. The pupils make keen criticisms, and become more interested at the same time |