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Financing College Training High school students who, after graduation, would like to continue their education are frequently faced with many problems in financing college training. Free education is not so wide-spread at the college level (51) at the elementary and (52) school levels. There is usually a charge for (53) . In addition, for most students, going to college means living away from home, an expensive matter. (54) , then, can be done by a student who finds that he must help to finance himself if he is to (55) his education beyond high school There are several (56) Scholarships are sometimes available. These are usually (57) partly on the basis of high grades. Therefore the day-to day work in high school may be very important for determining one’s (58) of help from this source. Another (59) of help is the college loan fund, which is established for the (60) of providing loans to (61) students. A third plan is that of working one’s way through school. Work may involve (62) a part-time job outside the college. Sometimes it means (63) professors in laboratory work, library work, or office (64) . Sometimes it means performing some (65) which the student body requires, such as helping in the preparation and serving of meals, working in college stores, and the like.
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Teaching Poetry No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it. I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies. I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it. The phrase "make room" in the last paragraph could be best replaced by
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Teaching Poetry No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it. I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies. I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it. According to the writer, one of the purposes of teaching English is to get students
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