writing instruction 1900-1917

Economic/Social/Political Debates Involving Writing Instruction 1900-1917

Glenn E. Palmer wrote in essay in 1912 summarizing the debate between Harvard and Yale. Yale wanted to teach the few who were gifted writing and others about the inspiration of literature. The author critiques this as searching for a few geniuses. Harvard was interested in teaching all students “good language habits” (page 190).

Goal for schools was to provide social efficiency. How does this shape writing instruction? Individual instruction, specialized study even early in schooling. How does this decision impact uniformity in schools? Some say it led to social fragmentation. (192-193).

Fred Newton Scott (and others) argue writing courses shouldn’t provide students just with scientific truths, private visions, or persuasive appeals. It must teach all these and more. Any important discourse must be measured by how it helps the community (194).

National Council of Teachers protests Uniform Reading Lists designed to prepare students for college (193).


Changes in Methods/Curriculum/Students in Writing Instruction 1900-1917

In several places the article mentions that in general schools had to adapt to a new wave of immigrant students. There was an attempt to Americanize education. Educators were seeking social cohesion (page 193).

Men are still the students that the teaching is primarily focused on (page 190).

Emphasis on vocational training led some English courses to ignore traditional literature and focus on rhetoric instead. (salesmanship, advertising etc instead of Brit Lit??? (193). See point 2 of E/S/P

1917 Office of Education presents “Reorganization of English in Secondary Schools”. Mostly a conservative document. Recommended emphasizing personal and social needs of students over college requirements. Progression from creative/individual activities at a young age to practical activities.
“writing should have a purpose”
Essay should be formed with “purpose in view and audience for whom the
Composition is prepared considered”. (pages 195-196).

Oral expression taught as well as written word (195).