Psychology

Indeed, he is often so Post Date: Thu, 7 Aug 2008 19:27:40 +0000
The man who teaches science can- not be made excessively enthusiastic about literary form and its history. His use of English is for an entirely dif- ferent reason, lie may not know how to tell the English department just what he wants. Indeed, he is often so dis- gusted with the work which is now done in English that he will not take pains even to consider how the English department may be improved.

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There is a conspicuous illustration Post Date: Thu, 7 Aug 2008 19:12:28 +0000
1 There is a lack of unity of purpose and lack of sympathy in the handling of expression in schools which grows out of the fact that both the man of science and the teacher of English are specialists. Illustration after illustration of this highly specialized interest can be found in the current literature which deals with the teaching of English in the high school. There is a conspicuous illustration of this in Mr Percival Chubbs book, "The Teaching of English.

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He reviews enthusi- astically Post Date: Thu, 7 Aug 2008 18:54:06 +0000
" 2 The book sets forth in vigorous terms the desirability of more training in English in the high school and the elemen- tary school. In his effort to define the general purpose of English during the adolescent period, Mr Chubb says on page 239 that one of the riain divisions of literature which should receive attention in the secondary school is that which deals with vocational subjects. He reviews enthusi- astically the position taken by G.

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One reads this part Post Date: Thu, 7 Aug 2008 18:38:15 +0000
Stanley Hall, that the vast majority of high-school graduates should get social training through the vernacular. They should be given that kind of reading and opportunity for expression which will prepare them for social and personal life in the vocations. One reads this part of the book with great interest, and assumes that now, at least, we have reached the point where the vocations are to receive adequate attention from the Eng- lish teachers.

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The specialist in English liter- Post Date: Thu, 7 Aug 2008 18:23:57 +0000
He goes on through the book, and, to his astonishment, finds that all of the references to books that are actually to be used are of the conventional literary type. There is not mentioned in the whole volume a single book of a strictly technical type. The specialist in English liter- ature has once more shown that he does not have any idea of his duty to the vernacular in general.

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Probably the whole fraternity Post Date: Thu, 7 Aug 2008 18:05:17 +0000
One is reminded of the story told by the high-school principal, who, after urging his English teachers to put in some vocational read- ing, encountered a teacher glowing with enthusiasm because of her success in complying with his suggestion. She was reading " Silas Marner " with her class, and since Silas was a weaver, she was introducing vocational ideas at the same time that she satisfied the college-entrance requirements. Probably the whole fraternity of teachers of English would ask, if they were confronted by such a remark as the foregoing, " What is expected ? Are the high schools to devote themselves to the reading of books on mechanics? Is the English department failing to do its duty when it devotes itself to its proper task of training students to appreciate and produce higher things?" The argument would undoubtedly be presented that it is the business of the English department to see to it that the student carries away an appreciation of those books which are not discussed in the other classes.

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This amount of time Post Date: Thu, 7 Aug 2008 17:48:16 +0000
Undoubtedly there is some justification for this specialized kind of training ; but the point which is to be made is that the school program of the present day gives to English an amount of time which is entirely at variance with the assumption that English is a specialized subject. No high-school faculty which votes for four years of English to be required of every student would vote that amount of time if the statement could be explicitly put before them that these courses are all to be devoted to the development of literary form. This amount of time is voted because it is assumed that English somehow is to be regarded as a fundamental, underlying subject, of more significance in the life of students than any other single subject.

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There is another aspect Post Date: Thu, 7 Aug 2008 17:37:46 +0000
The deplorable fact is that after all of this time has been given to English teachers, they do not realize that it is their duty to distribute it in some fashion which will comport with the assumption on which the time was given. Perhaps two courses in our present-day high-school course of study could be justified as requirements if English continues to be what it is now, namely, training in literary form ; but certainly there ought not to be four courses required of students, nor ought there to be three, and there may be some question whether it will not be wiser to make even the second English course elective. There is another aspect of this matter which ought, per- haps, to be discussed in reenforcing the general criticism of English work contained in the preceding paragraph.

Autor of the post: Undefined

He is very clumsy Post Date: Thu, 7 Aug 2008 17:25:21 +0000
It is assumed that high-school students know how to get the meaning out of paragraphs which they read ; that is, it is assumed that the work of elementary education has been satisfactorily completed, and that elementary reading has prepared students for all their later work. The fact is, that the ordinary student does not know how to read economi- cally. He is very clumsy in his methods of getting the meaning from his textbook in history or his textbook in science.

Autor of the post: Undefined

We have not yet learned Post Date: Thu, 7 Aug 2008 17:14:14 +0000
This deficiency of the high-school student is of importance both to the special teacher, who is training the student in history and science, and also to the English teacher, who is training him in reading. Both teachers, however, overlook the necessity of training in reading and in interpretation of what is read. We have not yet learned the lesson that the commonplace activities are, after all, the most important activities to be trained.

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