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Show 130 HANDBOOK FOR TEACHERS OF INTERPRETATION I said the great man was always as lightning out of of men waited jor him like juel, and then they 3 too would flame." I haves taken so much of Carlyle to enthuse with the best that has been written on things heroic,. that you too great men. heaven: the rest may "flame." Get the joy, the intensity, the fire of a race, a football game, any contest into the great things of heroic literature. the the Do not- allow playground, gymnasium, activity to absorb heroic a of Let wonderful, energy youth. portion of it be directed into channels of worshiping "greatness passing by" and so nor wild free all the become great. The teacher heroic in the must have energy The reaction of real pupils. plus to kindle the joy in this study is greater than that gained in pure entertainment. SUGGESTED SELECTIONS-HEROIC (Purpose: To Flame) Elementary: PAGE Bannockburn Robert Burns 19 Fight of the Paso del Mar Holding the Bridge Bayard Taylor 77 Arnold F. Graves 93 Rudyard Kipling Browning 146 William Rose Benet 96 Advanced: The Ballad of East and West Robert Muleykeh The Horse Thief 15 , Cartoon. This, too, is a kind of humor. represents in literature the field occupied by the cartoon, or Burlesque-Speech It - caricature in Art. The Century Dictionary defines it as "tending laughter by a ludicrous contrast between the subject and the manner of treating it, as when a serious subject is treated ridiculously or a trifling one with solemnity." So much of the elo cutionary efforts fall in the field of burlesque that we need badly to open the eyes of students to the true field of burlesque in con trast with overdone readings, which the ignorant public may con to excite fuse with true art. The treatment of this field must be one of seriousness-the audience must laugh but the reader must be treS Thomas Carlyle, Heroes and Hero Worship. |
