Evening star. [volume] (Washington, D.C.) 1854-1972, 1960-11-26

The only casualties IN Such an
approach to self-expression, &C
cording to the critics of modern
Seventh in a Series
teaching methods. are the basic
standards of the English lam
guage.
The youngsters never learn
how to use words precisely and
accurately, the critics say; they
never learn the rules Of gram
mar, nor any of the other nice
ties. which make English the
particular language it is.
Points in Defense
Most educators sharply dis
agree with such an evaluation.
They defend modern practices
by making two major points:
!. The teaching of formal
grammar and the detailed anal
ysiS of sentence structure
should never be considered ends
in themselves. The important
thing is how well a student can
use the language - not how
many rules he knows about it.
2. Research findings show
that a knowledge of the rules
does not mean a student will
automatically be able to use
the language in practice.
Mrs. Bessie w. Cramer, di-
rector of elementary supervi-
sion and instruction for Dis
trict schools, likes to illustrate
this second point by telling
the story Of a little boy who
had to stay after school one
day to learn correctly the past
participle Of the verb go"
His teacher made him write
out on the blackboard so times
Il have gone" When he fin
ished the youngster, failing to
see the teacher anywhere, left
a note and quickly departed.
The note, of course, said:
Dear Teacher: I have finished
the assignment and I have
went home"
For Self-ExpressiOn
The special curriculum COM
mission of the National Coun-
ell Of Teachers of English sug-
gests the modern way to teach
self-eXpresSion in its book,
THE English Language Arts. u
1t urges that the teaching of
correctness be dependent not
upon "the laying down of mega
tive rules" but rather on 1.-The
development of positive in
sights" Observing no rules
against dangling participles,
the commission says that in
stead Of teaching rules for the
avoidance of error, pupils must
be taught to observe and un-
derstand the way in which
their language operates today
for all the various needs OF
communication"
To illustrate this positive ap-
proach. the commission sug-
gests a hypothetical example
of student who asks whether
it is correct to say, Can
have some candy?"
The proper thing for the
teacher to do. the commission
says, is to advise the child to
observe the speech Of various
persons in the community, tc
watch for the expression in
stories and articles, and to
consult the most recent usage
studies.
From these sources the stu
dent can prepare a report
which, according to the com.
mission, will be "of value tc
himself and to the class"
Critic of Approach
Mortimer Smith, editor Of
the monthly bulletin of The
Council for Basic Education
and a particularly caustic critic
Of this whole approach, say
about this particular example
that "the only thing the DO.
won't get, apparently, is al
answer to his question"
One of the underlying cause
for the commissions viewpoin
is its realization of tn
constantly changing nature o
the English language. Set rules
consequently. are of little value
it maintains. Students should
instead, learn what language
appropriate in any particula
situation.
Or as DR.. Arno Jewett, Ian
guage arts specialist for tn
Office of Education. asks rhe
torically:
Can you imagine a footba,
player shouting out in tn
middle of a game, To whor
shall I throw this football?'"
What some people conside
the standard language, he say
would be quite unsuitable
many MISUNDERSTANDING
football game.
While most teachers believ
that students who have tn
ability should learn the funds
l.