| Show PROVO AT BEST BESTIN IN ROl Of HOST Garden Hospitable En Entertainment 0 Causes Pleas PIas Pleasing PI as asing I ing Comment Comm nt I LESSONS OF GATHERING i I L SUMMARY OF Or DR AD ADDRESS ADDRESS ADiT iT DRESS ON LITERATURE The Tho fourteenth annual gathering of the teachers of ot the state statu was concluded ed td on Friday last In Provo and the hands bands of ot educators returned ed to their homes bom s The gathering was WIlS the Ule largest ever held In tho Garden City and the Provo people may well be proud of the manner In which they handled the throng Every effort elfort had been made to make the affair memorable in every way and the newspaper newspaper reports hur hurried hurrIed ried rind as they were gave no ume for tor comment on the scale and quality of the entertainment furnished The mu music music music sic was of ot a high order and it was ar arranged arranged arranged ranged entirely by the local commit committees committees committees tees The homes of Provo were thrown open and the business men vied with one another In their efforts to make things agreeable for tor the visitors And the effort was not without com corn compensation compensation The gathering numbered between 1400 and 1500 1600 and a 11 number of them were Wore spenders penders This was evi evidenced evIdenced evidenced by the fact that the postmaster postmaster ter sold 12 worth of postage stamps and a proportionate number of postal cards all aU of them showing the best of Provo from a picturesque view were sold in the various shops Some Needed Lessons The rhe convention taught sonic some needed lessons le sons to the members and the hope was expressed oed that some steps would be taken to change the order of hold holding holdIng holdIng ing the conventions Not only is it Considered a 11 serious infringement of i ithe the holiday at Christmas time timeto to In expect teachers to put in two days or more of it In serious study but it itIs itIs itIs Is manifestly unfair that a portion of the teaching force of the state should receive a salary y for so doing while others are expected to go and stand the additional expense without com coin compensation pensa There would seem to be no n noI o I I reason why the convention should not be a part of or the school work of each year and if so it should hould be held dur during durIng durIng ing the Uio school term When hen prominent educators are brought to the state from afar it is to tobe tobe tobe be presumed that they have something of help and of inspiration to tb offer to all the teachers anti and It is hardly fair either ither to them or to the tile teachers to expect that other sessions should be in progress s while their lectures are being Delivered An AJ example of the folly fony of ot this was as shown at th recent conven convention convention convention tion when while Dr was speaking in praise of the kindergarten methods and giving ging Inspiration to all aU Interested a mere more handful of these teachers In another room held a chilly chill little gathering to determine the his history history history tory of kindergarten work in Utah UtahAn UtahAn UtahAn An Inspiring Force The great moving and Inspiring force of the fourteenth convention will long be remembered as Dr Henry Suzzalo a young man whose energy and grasp grasps of or things educational in the broadest I and deepest sense is bound to place I him high among the educators of the thel country l Dr In on his way I to Columbia college and an will take tae the place of Dr McMurray for the next few years while the professor is en engaged engaged engaged in literary work Stanford rd uni university university has finally final y been made to feel the worth of the young assistant pro professor professor professor fessor and their stand Is that th t they the have but loaned him to Columbia to reflect One of the most inspiring talks of the convention and one of which no report has been made was his paper on The Influence of Literature on Language and Character Stripped of or its wonderful imagery imag ry and robbed of the forceful and convincing personality ty of the speaker it was vas as follows The tendency of ot the th modern school to become an Institution designed to give more than an appreciation and under understanding standing of knowledge is clearly mani manifested manifested by the growth of the expressive subjects In ITT recent school curricula the past d decade cle Ie or two the er ex e subjects have come to occupy a larger place In Instruction Drawing mu music music music sic manual training and composition have ave been given glen larger attention of oi late than in n previous preus years ors Tho The Importance of expression In the learning process has hs become quito obvious from the tho very be beginning be beginning ginning of the experiment In the use of active subjects There Is ia no final test teet of the Tightness rightness of feeling or of the ac accuracy accuracy accuracy curacy of 0 thinking like IkO tho the action or the expression which Is the result of these We are IM realizing alling moro more as wp proceed that th the Is 18 to turn tUI out men en not only with appreciative power but men man With wih tho the ability to Influence life Ufa Itu through ex expressive expressive power Thus Thul far fur our our efforts have havo h o been beon fragmentary however howey It seems u a meet met time to consider from a unified and lUll broad brad point of view the ex expressive expressive work of tho the school and nud more marc particularly for the tho purposes of or his ad address dress to show the place of the tile story stor and the tho poem Types of Expression There here are arc many types type of ot expression through which li h man comes to influence himself and tho the world in which he lives Some of these are In analysis simple On Oner ers er are ore compact c For purposes or of coi wu Cl and clearness one might say that there are four simple types type of or human ex expression expression and action acton These we may term ter 1 organic expression 2 reconstructive expression expresion 3 8 representative expression and U 4 expression through language Other important types type which are combi combinations combinations nations of two or more of these thele be noted notel such as the forceful expression of a a great greut executive who does his crea creative creative tive the work mainly through the control of men mon Dramatic expression expresion which is also aso a combination of these thee various types tyes might likewise be noted The first firt type tp of expression which I have chosen to call cal organic expression Is the expression of human life which man gives give through though his own physical organism Movement of ot alt all al sorts sort facial expression and every ever other form for which reveals the human mood moo may be bo Included under uder this head From the play of ot the child and the Irritation which a man reveals reals through the nervous nerous systems of his body up to the fine art of pantomime and ta ia a acial cial cal expressions as revealed in the drama lie le a series of ot the human mani manifestations which make up the Influential factors in human personality Give me mea a man who Is devoid of personal pe onal expression expression expression sion of this organic type and you ou will wi find a man who Is likely to be personally among his fellow beings In the order of precedence pree prece lence ence organic ex expression expresion expression is the most instinctive and Is the tile first general generl power of expressiveness which a child attains Reconstructive Expression But a child not only makes over oer him himself himself self sll readjusting his Inner states by his organic action acton he goes gocs further and be lie becomes becomes comes expressive and creative cr with wi h the world beyond his physical self sl When a achild child changes an object from one POsition tion ton to another or tears it to pieces scat scattering scattering Its Is fragments or builds the torn fragments together again agin he Is modify modifying modifying ing inS the world m In I which he lives he is engaging In reconstructive expression expresion This is the second large type In the school it is represented by the subjects of manual and the fine arts In the work of f making tanking over the world word after ater the fashion of his hearts herts desire a achild achild child soon faces his own impotency A Achild Achild child like a man may wish to hold a fleeting picture or the evanescent view of ofa ofa ofa a sun dial dial He may ma wish to change the sky line lne to the fashion or his own inter interpretation but the untold forces of na nature nature nature ture are mightier than he the round of days with wih its is fleeting beauties beautes goes gos on and the mountains hold their rigid all sil silhouettes si against the sky for man can cn little lle change them But the idealistic na nature nature nature ture of man must have its Is way wa and an so ao he lie e represents Nature to himself In stone and line lne and color clor Out of or it came the arts ars of drawing and painting This is representative expression All Al that man has done In the preceding types of expression Is to tell tel of some con concrete concrete concrete crete thing to indicate a special sp mood moo to mold a special object or to represent a particular picture Man Ian with his Intel Intellectual Intellectual intellectual powers sees more than the con concrete concrete concrete crete behind the world word of particular things his Interpretive mind has actions and generalizations laws and gods gds and so for these he lIe has ha created crated a special language the language not of sticks and stones and lines and colors colors but the language of sounds and symbols In the school schol on the lower planes we call cal such expression language and when it rises riss to t the tile plane of fine art art we speak of it I as literature Must Develop Expressiveness If I the school is to t train thoroughly the expressive life so s that man may be in influential influential through all al his hi powers in all aU his domans the school must develop only those four types of or expressiveness but the various complexes of these which are everywhere current in life Ufe Spontaneous play pia with its It free organic expression sion constructive activities music In the plastic arts ats the formal expression of lan language language guage gage the executive control of their fel tel fellowmen must all al have a place in hi the public school school They may ma not all al be set down in me tile Lle formal foral course of study but hut butin butIn hutIn in the Inclusive round of school activity each ech will wi have Its Is place Now the special subject in hand the place of the story stor and the poem has ha direct reference to but butone butone butone one type that Is expression expresion in language and to but one single aspect aspet of one form for of language lan that Is to the esthetic side of oral language j For the most part human experiences have the same meanings to different pee peo people pe pIe the world over This is due to the similar constitution of human beings being But tho the language which expresses the mean meanIng mEanIng meaning Ing of ot these thee experiences will wi differ with wih Frenchmen Englishmen or Germans The Tile training of linguistic expression then de depends depends depends upon a clear and fixed association between the meaning of an experience experienc and ad the language symbol which expresses It It For oUr American public schools It I In giving tile the tle experiences or o taking those tose he already possesses and associating with w th them the conven conventional conventional upon tonal symbols which wh ch his race has ha agreed J Clear Appreciation Needed The he English language is ps ally aly speaking two languages for there are two sets set of o o symbols symbol to Be le associated with wih every experience one with wih sound symbols the other with sight symbols In any written language tho the symbol sybol enters enter the tile eye oye and is expressed through tho the fin fingers tn gem gers ger which write or set the types for the printed page In any spoken language the symbol sybol enters enter the ear and becomes ex ox expressed pressed presse through the vocal organs orns The poem and the tho story as potent factors in oral orl reading and oral language concerns the symbols understood by b the ear and expressed through the throat throat tongue lips and other physical organs of speech In the t e foregoing analysis It has been suggested that there are two functions even to oral orl language One is the fune tion ton of appreciation and the other is i the function of expression Appreciating Is listening and understanding Expression Is js thinking and speaking Between these thes two functions there seems to be an es relationship Our appreciations b usually precede and envelop our expressiveness expressiveness expressiveness Clear expression demands as a a basis clear appreciation Knowledge of a definite sort is always important to de ile and effective action acton But in the learning stage experiment In expression of a consequent increasing In skill may ma ski be the best method for gaining clear cler and effective knowledge Our ability to ap as s it i widens 1 dens enlarges our ability to express And as expression grows our appreciation enlarges enlarges The literary ap predation which cothes from the use of the te story and the p em Is IS 1 not alone sig in ministering to understanding and enjoyment It has a direct influence upon pon the power of expression through lan Ian language language guage Three Problems Appear If I any given course of study in the tile subject of reading is carefully analyzed It I will wi be noted note that three problems ap pear to be dominant each at a different time These problems are 1 the mastery master 1 of mechanics in beginning reading 2 the quick acquisition of thought In the silent reading of the later primary grades and I 3 3 the sensing of feeling in the Interpretations interpretations of the literature of the grammar grade But this order in the treatment of our problems In the tho common practice of our schools while It represents funda fundamental fundamental fundamental mental types hopes of difficulty may not necessarily necessarily give the proper order and ar arrangement arrangement of the treatment of these dir dif difficulties dl While one problem may ma be dominant the subordinate problems should not be neglected If I teaching teching is to be truly trul effect effective effectIve effective ive From the very ver first mastery master master of me mechanics ml reading should mean the reding men appreciation elation of thought and claton literary feeling The same treatment should be b character characteristic of orl oral language where from the start children should not only write words but their ideas and feelings about things The story stor and the poem therefore will willbe wi willbe be a force In oral orl reading and In oral language not only in the more advanced advance stages of the subject but from the very beginning ver Because the story and the poem deal with wih literary forms fors of language where the aesthetic elements element of beauty are involved their main service In oral ora reading and language lan is to minister to the cultivation of or literary taste tate Most lost of our higher grade work In literature has been a failure be because b because cause caus there have been ben no adequate foun foundations In the development of a taste for literary form and feeling In the lower grades A literary taste for the complex types found in our complex classic litera literature ture tur is no more to be without an n adequate preliminary training In the te simple foundational elements element of or literature than Is a sudden |
