Literature in the Elementary SchoolMacClintock, Porter Lander
General
Literature in the Elementary School
MacClintock, Porter Lander
Literature -- Study and teaching
Within the arrangement of the story as incidents and movements lies a
deeper kind of organization which exhibits many kinds and degrees of
complexity. A story may be a run of incidents that report mere activity.
So deep and eager is the hunger for story, so unfailing is the primitive
epic interest, that almost anybody's attention may be held for a long
while by the recital of the merely juxtaposed incidents that constitute
this story of activity. But there is no art in this; it is mere
story-stuff, not _a story_. Under the manipulation of the literary
artist, the tale-teller, it takes shape, shifts its incidents about,
arranges its stages and emerges a created and organic thing, telling now
of action, not of activity. It may be a long narrative, or it may be a
mere anecdote. But it has a purpose and a plan, and it reaches an end.
This straightforward, single-minded tale does not, however, give
complete and final satisfaction. In the first place, it does not
represent life, which never proceeds far by single, uninterrupted
threads; events are interlinked and complicated, modified and diverted
in many directions. In the second place, it does not satisfy the
instinct of workmanship in the artist. Even the most primitive artist,
the very folk itself, has this instinct of craftsmanship which expresses
itself in the elaboration and enrichment of its product. In story this
instinct displays itself in the more skilful arrangement of the
incidents, looking ever to the heightening and deepening of effect, in
the enrichment of the presentation by weaving together more than one
action into a more and more complex whole. Such increased elaboration,
and more conscious organization either in the arrangement of the
incidents of a single action, or in the interweaving of two or more
actions, gives the story _a plot_.
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