The solution, the old man said, lay in words and sentences. When he was an English teacher, every day when he came to class he would put four words on the board, useful words — words that often appeared in print, but that most students didn't know. Words like avuncular, narcissism, prosaic, insipid. The class would spend 20 minutes or so talking about the words, defining them, looking for prefixes and roots from Latin or Greek, discussing ways in which they could or could not be used, whether or not there were regional pronunciations. "Try it," he said. "Get them interested in words. You can kill 20 minutes that way easy."
Allen thought it sounded like a good idea.
"The rest of the hour," the old man said, "examine sentences. I used to have about three or four dozen sentences, good sentences by well-known writers like Mark Twain and Thomas Hardy and Samuel Johnson. I would put a sentence on the board, exactly the way the writer had written it. One sentence per class hour. Then we'd talk about the ways in which different words in the sentence were used, suggest changes sometimes, comment on any stylistic devices the author employed, identify the clauses and phrases. Afterwards — and this was most important, most fun — we would talk about the significance of the sentence, what it really meant. I remember one from Henry David Thoreau."
He looked at the ceiling for a moment, pondering, then quoted: "'I have never yet met a man who was quite awake. How could I have looked him in the face?' What a sentence. We could talk about the implications of a sentence like that for an hour — or at least until the bell rang."
Allen was interested. "Sounds like a good idea," he said. "Do you still have any of those sentences?"