To What End Do High Schools Teach English? a Paper Read Before the High School Section of the Rhode Island Institute of Instruction, Nov. 4, 1892
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High school pupils can understand that Coriolanus could not have been pro- duced in the same century with Cato, Comus under the same influences as Hudibras, Pil- grim's Progress in the same environment as the Sentimental Journey, or either of these simultaneously with Childe Harold.
15 I wish here to enter my earnest protest against the assumption that high school youth are not grown up to a perception of the broad and obvious historical relations and characteristic differences of literary peri...- ods. This assumption is made by the col- lege requirements, which prescribe unrelated atoms of reading, under the most unnatural and crudely conceived stress and strain of anti- cipated compositions on themes of remem- bered matter. What the youth can discover and understand it is proper to say he has a natural right to be put in the way of meeting.
Feeble methods in education always address- the memory. An examination gropes for the residuum which a mental process has left in the memory. If the mental process has been conducted under anticipation of an examination, it has labored under an incubus,, and has probably been checked midway, its spontaneity thwarted, its results spoiled.
What to read after To What End Do High Schools Teach English? a Paper Read Before the High School Section of the Rhode Island Institute of Instruction, Nov. 4, 1892?
You can find similar books in the "Read Also" column, or choose other free books by Samuel Thurber to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
High school pupils can understand that Coriolanus could not have been pro- duced in the same century with Cato, Comus under the same influences as Hudibras, Pil- grim's Progress in the same environment as the Sentimental Journey, or either of these simultaneously with Childe Harold.
15 I wish here to enter my earnest protest against the assumption that high school youth are not grown up to a perception of the broad and obvious historical relations and characteristic differences of literary peri...- ods. This assumption is made by the col- lege requirements, which prescribe unrelated atoms of reading, under the most unnatural and crudely conceived stress and strain of anti- cipated compositions on themes of remem- bered matter. What the youth can discover and understand it is proper to say he has a natural right to be put in the way of meeting.
Feeble methods in education always address- the memory. An examination gropes for the residuum which a mental process has left in the memory. If the mental process has been conducted under anticipation of an examination, it has labored under an incubus,, and has probably been checked midway, its spontaneity thwarted, its results spoiled.
What to read after To What End Do High Schools Teach English? a Paper Read Before the High School Section of the Rhode Island Institute of Instruction, Nov. 4, 1892?
You can find similar books in the "Read Also" column, or choose other free books by Samuel Thurber to read onlineMoreLess
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