Composition: History & Theory: 1920 - 1929
English Journal, Volume 10, No. 2: 1921
Description
CONTENTS
Americanizing through Local History (Ruth E. Henderson): This article is the one that should catch the attention of those interested in utilizing the local community in research and community involvement efforts. Ruth E. Henderson appeals to readers to “[draw] upon local color for work in high-school English [and] develop in pupils the ability to express themselves about those things of life which are nearest to them in time, place, and interest” (61). Further and specifically related to the progressive movement, Henderson suggests that “the results” from each collaboration be kept “for both pupils and visitors to see” (65). Backgrounds for a Survey Course (Susannah J. McMurphy): Susannah J. McMurphy outlines a literature course that seems to cover the whole of literature. She is careful to suggest that students will proceed at their own pace and may a “friendly adviser” (70). In this article, one can see the use of the communal aspects of the period. The Writing of Poetry (H.T.J. Coleman): H.T.J. Coleman defends the writing of poetry in the grade school. Coleman is clear in explaining his defense of poetry by suggesting reasons why others “slight the poetic gift” (80). Criticism—Getting It Over (Charles C. Hewitt): In this carefully constructed essay, Charles C. Hewitt explains how to provide critiques of student work. With what appears to be a rubric approach, he carefully points to the student as the guide to the teacher in how much and how often criticism can be provided. Again, this can be seen as a slightly scientific approach to offering criticism to students. Of the Reading of Books (Lucy H. McDonald): Somewhat transcendentalist in nature, Lucy H. McDonald comments on the ongoing college entrance exam concern of this era, but also offers a course sketch on utilizing students to help each other study—one student takes an author and reports on him/her throughout the year. What I Owe to My Country (Sadie Wunsch): Sadie Wunsch clearly describes his experience in immigrating to the US and describes, colorfully, what this means. The patriotic feel of the period drips off the pages in “every star on that field of blue [. . . .] [and] every stripe of blood-red and snow-white” (94). Editorial (H.G. Paul): H.G. Paul calls all teachers to utilize the newspapers and other resources (again, the community) to educate students. The progressive feel continues when he (assumed) writes, “We fall far short [. . .] when our teaching fails to show our pupils that we are their earnest and progressive fellow-students” (100, my emphasis). He continues to encourage teachers to submit their “results” from their work for “discussion and final formulation” to enhance the field (101).
CONNECTIONS AND REFLECTIONS (Craig M.)
Throughout this issue of English Journal, I find numerous instances of the “feel” of the period. From utilizing the science of the day to a free thinking (and patriotic) spirit, I conclude this was a time with optimism, until the Depression. But even with the advent of the Depression and FDR’s New Deal, Americans maintained a positive outward appearance well into WWII and beyond. Because of the high spirit of WWI, the 20s were a paradise of progress—the US could do no wrong. This somewhat arrogant outlook caused excessive greed in the real estate market (sound familiar?) which led to the crash and the Depression, but America was rescued by WWII. Regarding today, I see the American spirit still strong (and in our work and even our arrogance), but slightly tempered with wisdom. Today we are more scientifically driven. We use rubrics and scales and grades and studies and meta-analyses to improve what can never be perfect. Yet, we will continue to educate the masses driven by the optimism of the success of WWI, the Roaring 20s, and the confidence brought about by WWII. Like then, our current educational system is evolving. From CTR to post-process, this period provided the initial energy to educate and establish American education that continues to this day.
Date of Upload
3/13/09