Review of Albert Le Roy Bartlett’s THE ESSENTIALS OF LANGUAGE AND GRAMMAR
Bartlett, Albert Le Roy. THE ESSENTIALS OF LANGUAGE AND GRAMMAR [The Silver Series of Language Books]. New York: Silver, Burdett & Co. 1900. [1899]. 332pp.
Bartlett’s text emphasizes a student center approach to learning. In his introduction, Bartlett writes that, “Any text-book will fail of its highest service unless the wise questioning of the teacher, his tactful adaptation of its material of the condition of his pupils, and his sympathetic fidelity to the methods and spirit of the book, give it life and make it a moving influence” [Bartlett 3].
Bartlett’s text by modern standards appears aimed at high school students in grades eight through ten; although when originally written in 1899 it was probably geared towards students in grades six through eight. One of the books strengths is that Bartlett divides each of his lessons into short, easy to grasp sections. These divisions help not to overwhelm students who are learning new information.
Bartlett’s teaching techniques include having students memorize literary passages, and the introduction of literary texts to build student vocabulary, and develop student understandings of literary techniques. Bartlett’s early writing assignments emphasize practical writing such as a lesson in letter writing that is designed to get students writing in a familiar environment. From analyzing this text I have gained a new appreciation for the value of having students memorize short passages of text. Memorization exercises can help students develop discipline and develop there sense of language. I believe it is important however, when dealing with students of all ages not to require excessive memorization, because it can limit the time that students have to reflect on and engage other course related materials. By reflection I am referring here a creative process of reflection where students think freely abut materials, find personal connections with them, and discover new relationships with what they already know. ---Samuel Gordon Paley
Bartlett’s text emphasizes a student center approach to learning. In his introduction, Bartlett writes that, “Any text-book will fail of its highest service unless the wise questioning of the teacher, his tactful adaptation of its material of the condition of his pupils, and his sympathetic fidelity to the methods and spirit of the book, give it life and make it a moving influence” [Bartlett 3].
Bartlett’s text by modern standards appears aimed at high school students in grades eight through ten; although when originally written in 1899 it was probably geared towards students in grades six through eight. One of the books strengths is that Bartlett divides each of his lessons into short, easy to grasp sections. These divisions help not to overwhelm students who are learning new information.
Bartlett’s teaching techniques include having students memorize literary passages, and the introduction of literary texts to build student vocabulary, and develop student understandings of literary techniques. Bartlett’s early writing assignments emphasize practical writing such as a lesson in letter writing that is designed to get students writing in a familiar environment. From analyzing this text I have gained a new appreciation for the value of having students memorize short passages of text. Memorization exercises can help students develop discipline and develop there sense of language. I believe it is important however, when dealing with students of all ages not to require excessive memorization, because it can limit the time that students have to reflect on and engage other course related materials. By reflection I am referring here a creative process of reflection where students think freely abut materials, find personal connections with them, and discover new relationships with what they already know. ---Samuel Gordon Paley
posted by Samuel Gordon Paley at 12:06 AM
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