How to Teach Part 19

In looking at this statue we think, not of wisdom, or power, or force, but just of beauty. She stands resting the weight of her body on one foot, and advancing the other (left) with knee bent. The posture causes the figure to sway slightly to one side, describing a fine curved line. The lower limbs are draped but the upper part of the body is uncovered. (The unfortunate loss of the statue's arms prevents a positive knowledge of its original att.i.tude.) The eyes are partly closed, having something of a dreamy langour. The nose is perfectly cut, the mouth and chin are moulded in adorable curves. Yet to say that every feature is of faultless perfection is but cold praise. No a.n.a.lysis can convey the sense of her peerless beauty.

VALUE 937. Written by a boy in the Freshman cla.s.s in college

_A Foreigner's Tribute to Joan of Arc_

Joan of Arc, worn out by the suffering that was thrust upon her, nevertheless appeared with a brave mien before the Bishop of Beauvais. She knew, had always known that she must die when her mission was fulfilled and death held no terrors for her.

To all the bishop's questions she answered firmly and without hesitation. The bishop failed to confuse her and at last condemned her to death for heresy, bidding her recant if she would live. She refused and was lead to prison, from there to death.

While the flames were writhing around her she bade the old bishop who stood by her to move away or he would be injured.

Her last thought was of others and De Quincy says, that recant was no more in her mind than on her lips. She died as she lived, with a prayer on her lips and listening to the voices that had whispered to her so often.

The heroism of Joan of Arc was wonderful. We do not know what form her great patriotism took or how far it really led her.

She spoke of hearing voices and of seeing visions. We only know that she resolved to save her country, knowing though she did so, it would cost her her life. Yet she never hesitated.

She was uneducated save for the lessons taught her by nature.

Yet she led armies and crowned the dauphin, king of France.

She was only a girl, yet she could silence a great bishop by words that came from her heart and from her faith. She was only a woman, yet she could die as bravely as any martyr who had gone before.

The following compositions have been evaluated by Professor Thorndike, and may be used to supplement the scale given above.

VALUE 13

Last Monday the house on the corner of Jay street was burned down to the ground and right down by Mrs. brons house there is a little child all alone and there is a bad man sleeping in the seller, but we have a wise old monkey in the coal ben so the parents are thankful that they don't have to pay any reward.

VALUE 20

Some of the house burned and the children were in bed and there were four children and the lady next store broke the door in and went up stars and woke the peple up and whent out of the house when they moved and and the girl was skard to look out of the window and all the time thouhth that she saw a flame.

And the wise monkey reward from going to the firehouse and jumping all round and was thankful from his reward and was thankful for what he got. $15. was his reward.

VALUE 30

A long time ago, I do not know, how long but a man and a woman and a little boy lived together also a monkey a pet for the little boy it happened that the man and the woman were out, and the monkey and little boy, and the house started to burn, and the monkey took the little boys hand, and, went out.

The father had come home and was glad that the monkey had saved his little boy.

And that, monkey got a reward.

VALUE 40

Once upon a time a woman went into a dark room and lit a match. She dropped it on the floor and it of course set the house afire.

She jumped out of the window and called her husband to come out too.

They both forgot all about the baby. All of a sudden he appeared in the window calling his mother.

His father had gone next door to tel afone to the fire house.

They had a monkey in the house at the time and he heard the child calling his mother.

He had a plan to save the baby.

He ran to the window where he was standing. He put his tail about his waist and jumped off the window sill with the baby in his tail.

When the people were settled again they gave him a silver collar as a reward.

VALUE 50

A University out west, I cannot remember the name, is noted for its hazing, and this is what the story is about. It is the hazing of a freshman. There was a freshman there who had been acting as if he didn't respect his upper cla.s.s men so they decided to teach him a lesson. The student brought before the Black Avenger's which is a society in all college to keep the freshman under there rules so they desided to take him to the rail-rode track and tie him to the rails about two hours before a train was suspected and leave him there for about an hour, which was a hour before the 9.20 train was expected. The date came that they planned this hazing for so the captured the fellow blindfolded him and lead him to the rail rode tracks, where they tied him.

VALUE 60

I should like to see a picture, ill.u.s.trating a part of L'allegro. Where the G.o.desses of Mirth and Liberty trip along hand in hand. Two beautiful girls dressed in flowing garments, dancing along a flower-strewn path, through a pretty garden.

Their hair flowing down in long curls. Their countenances showing their perfect freedom and happiness. Their arms extended gracefully smelling some sweet flower. In my mind this would make a beautiful picture.

VALUE 70

It was between the dark and the daylight when far away could be seen the treacherous wolves skulking over the hills. We sat beside our campfires and watched them for awhile. Sometimes a few of them would howl as if they wanted to get in our camp.

Then, half discouraged, they would walk away and soon there would be others doing the same thing. They were afraid to come near because of the fires, which were burning brightly. I noticed that they howled more between the dark and the daylight than at any time of the night.

VALUE 80

The sun was setting, giving a rosy glow to all the trees standing tall black against the faintly tinted sky. Blue, pink, green, yellow, like a conglomeration of paints dropped carelessly onto a pale blue background. The trees were in such great number that they looked like a ma.s.s of black crepe, each with its individual, graceful form in view. The lake lay smooth and unruffled, dimly reflecting the beautiful coloring of the sky. The wind started madly up and blew over the lake's gla.s.sy surface making mysterious murmurings blending in with the chirping songs of the birds blew through the tree tops setting the leaves rustling and whispering to one another. A squirrel ran from his perch chattering, to the lofty branches--a far and distant hoot echoed in the silence, and soon night, over all came stealing, blotting out the scenery and wrapping all in restful, mysterious darkness.

VALUE 90

Oh that I had never heard of Niagara till I beheld it! Blessed were the wanderers of old, who heard its deep roar, sounding through the woods, as the summons to an unknown wonder, and approached its awful brink, in all the freshness of native feeling. Had its own mysterious voice been the first to warn me of its existence, then, indeed, I might have knelt down and worshipped. But I had come thither, haunted with a vision of foam and fury, and dizzy cliffs, and an ocean tumbling down out of the sky--a scene, in short, which nature had too much good taste and calm simplicity to realize. My mind had struggled to adapt these false conceptions to the reality, and finding the effort vain, a wretched sense of disappointment weighed me down. I climbed the precipice, and threw myself on the earth feeling that I was unworthy to look at the Great Falls, and careless about beholding them again.

A scale for measuring English composition in the eighth grade, which takes account of different types of composition, such as narration, description, and the like, has been developed by Dr. Frank W. Ballou, of Boston.[27] For those interested in the following up of the problem of English composition this scale will prove interesting and valuable.

Several scales have been developed for the measurement of the ability of children in reading. Among them may be mentioned the scale derived by Professor Thorndike for measuring the understanding of sentences.[28]

This scale calls attention to that element in reading which is possibly the most important of them all, that is, the attempt to get meanings. We are all of us, for the most part, concerned not primarily with giving expression through oral reading, but, rather, in getting ideas from the printed page. A sample of this scale is given on the following page.

SCALE ALPHA. FOR MEASURING THE UNDERSTANDING OF SENTENCES

Write your name here...............................

Write your age.............years............months.

SET _a_

Read this and then write the answers. Read it again as often as you need to.

John had two brothers who were both tall. Their names were Will and Fred. John's sister, who was short, was named Mary. John liked Fred better than either of the others. All of these children except Will had red hair. He had brown hair.

1. Was John's sister tall or short?.....................