The Teaching of English in England: Being the Report of the Departmental Committee Appointed by the President of the Board of Education to Inquire Into the Position of English in the Educational System of England

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the right kind
22
HISTORICAL RETROSPECT
27
Need for study of vernacular emphasized by Vives and later by Mulcaster
28
Also by Brinsley
29
Influence of Puritanism on the teaching of English
30
Milton and the classical languages
31
Hooles Art of Teaching School
32
Lockes plea for the teaching of English
33
Weakened position of the established classical curriculum
34
finds support in the disciplinary theory of education
35
in social prestige
36
and in school statutes 38 The Academies The Grammar Schools in 1867
37
Ideas of Sir James KayShuttleworth and Mr Moseley
42
Matthew Arnolds Reports
48
Comparative neglect of speech training hitherto
66
Standard English to be taught preferably through phonetic symbols
67
Auxiliary methods in use in the schools
68
Reasons for teaching standard English Attitude towards dialect
69
International importance of English
70
Oral Expression
71
Infant School methods 72 General success of the Infant Schools
72
Importance of continuing oral methods in the Senior Department
73
Misapprehensions sometimes met with
74
Oral work the condition of successful English teaching The Writing of English
75
Place of Composition in Education
76
Evidence of Business Firms
77
Teaching of Composition not simply a matter of doing set essays
78
Reasons for which the teaching sometimes fails
79
Need for positive methods of teaching
80
Suggestions by witnesses
81
Specialist teachers of Composition how far desirable
82
The problem of Spelling
83
Attention sometimes concentrated too much on the mechanical side
84
Reasons for this
85
Increase in recent years in extent of childrens reading
88
i increased command of the language ii the acquisition of knowledge iii enjoy ment of literature
89
Some methods adopted
90
Influence of the teacher
91
Value of the poetry lesson
92
Efforts to improve the teaching of English Paper on English
96
SECTION
104
Junior Departments of Secondary Schools
112
Age 1618 English in Advanced Courses
119
Study of the English language
120
English Composition
121
The teaching of Literature
122
The history of Literature
123
a as a subsidiary
124
b as a main subject
125
The traditional attitude towards English teaching
126
General description of the courses in such schools
138
Special difficulties of English teaching
139
The necessity of relating the teaching to the vocation of the students
140
General suggestions as to the teaching of English in evening courses
141
The advent of the Day Continuation School
142
The aims of English teaching in the Day Continuation School
143
The importance of encouraging local patriotism
144
Composition spoken
145
statement and expression
146
The use of books
147
The influence of literature 149 What can be done in two hours a week
149
The difficulty of introducing English into senior parttime courses
150
Growing appreciation of the need for a humanistic leaven
151
The necessity of securing the interest of technological teachers
152
The bearing of the Education Act of 1918 on technical courses
153
Junior Technical Schools
154
The case for the inclusion of English and History in senior fulltime courses
155
What is being done at the Massachusetts Institute of Tech nology
156
An English test for students entering Technical Institutes
157
English and Industrial Education
165
THE TRAINING OF TEACHERS
167
and the Student Teacher system
168
Need for training in English during College course
169
English emphasised in present Training College Regulations
170
Desirability of reference to Reading Recitation and Phonetics in the Syllabus
172
Need for a better standard in Reading
173
Phonetics and speech training
174
Value of oral work 176 Desirability of an oral test and a language test in the Examination 177 The Ordinary Course
175
Should Literature be compulsory?
179
All students should not be examined on a compulsory syllabus of set books
180
Alternative College Schemes
181
The Advanced Course 183S
182
Third Year Courses
184
Four Year Degree Courses
185
Two Year Degree Courses
186
Need for persons of high attainments as Training College lecturers
187
Value of refresher courses especially for rural teachers
188
and need for provision of books for teachers
189
THE UNIVERSITIES
195
Possibility of two Schools of English following one upon the other
196
Importance of a knowledge of English to the student of the Classics
197
and of a knowledge of the Classics to the student of English
198
Relation of English to modern foreign literatures
199
SECTION
328
304
335
Its claim upon the time devoted to English studies in English
341
The Syllabus in English for the Final Examination
353
List of Witnesses
361
A note on the Teaching of the MotherTongue
368
Memorandum by the Standing Committee
376

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Seite 309 - Halloo your name to the reverberate hills And make the babbling gossip of the air Cry out ' Olivia ! ' O, you should not rest Between the elements of air and earth, But you should pity me ! Oli. You might do much.
Seite 162 - If the labours of Men of science should ever create any material revolution, direct or indirect, in our condition, and in the impressions which we habitually receive...
Seite 162 - The remotest discoveries of the chemist, the botanist, or mineralogist will be as proper objects of the poet's art as any upon which it can be employed, if the time should ever come when these things shall be familiar to us, and the relations under which they are contemplated by the followers of these respective sciences shall be manifestly and palpably material to us as enjoying and suffering beings.
Seite 255 - The great men of culture are those who have had a passion for diffusing, for making prevail, for carrying from one end of society to the other, the best knowledge, the best ideas of their time; who have laboured to divest knowledge of all that was harsh, uncouth, difficult, abstract, professional, exclusive; to humanize it, to make it efficient outside the clique of the cultivated and learned, yet still remaining the best knowledge and thought of the time, and a true source, therefore, of sweetness...
Seite 339 - And a man shall be as an hiding place from the wind, and a covert from the tempest ; as rivers of water in a dry place, as the shadow of a great rock in a weary land.
Seite 324 - O, pardon me, thou bleeding piece of earth, That I am meek and gentle with these butchers; Thou art the ruins of the noblest man That ever lived in the tide of times.
Seite 341 - How shall we sing the Lord's song in a strange land ? If I forget thee, O Jerusalem, let my right hand forget her cunning. If I do not remember thee, let my tongue cleave to the roof of my mouth ; if I prefer not Jerusalem above my chief joy.
Seite 309 - tis done, then 'twere well It were done quickly: If the assassination Could trammel up the consequence, and catch, 'With his surcease, success ; that but this blow Might be the be-all and the end-all here. But here, upon this bank and shoal of time, — We'd jump the life to come...
Seite 339 - Thine eyes shall see the king in his beauty: they shall behold the land that is very far off.
Seite 45 - Good poetry does undoubtedly tend to form the soul and character ; it tends to beget a love of beauty and of truth in alliance together, it suggests, however indirectly, high and noble principles of action, and it inspires the emotion so helpful in making principles operative.

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