Masquerading (1931)

LaBrant, L. (1931, March). Masquerading. The English Journal, 20(3), 244-246.

Stable URL: http://www.jstor.org/stable/803664

LaBrant offers a passionate confrontation of the misapplied project method, focusing on how its misuse has manifested in English classes.

Quoting LaBrant:

The cause for my wrath is not new or single. It is of slow growth and has many characteristics. It is known to many as a variation of the project method; to me, as the soap performance. With the project, neatly defined by theorizing educators as “a purposeful activity carried to a successful conclusion,” I know better than to be at war. With what passes for purposeful activity and is unfortunately carried to a conclusion because it will kill time, I have much to complain. To be, for a moment, coherent: I am disturbed by the practice, much more common than our publications would indicate, of using the carving of little toy boats and castles, the dressing of quaint dolls, the pasting of advertising pictures, and the manipulation of clay and soap as the teaching of English literature. (p. 245)

It is doubtful, however, whether playing with toy furniture will produce in the average adult an ambition to own his own house, or whether enjoyment in carving a boat for the Lady of the Lake will induce one to read Cavender’s House. Quite the contrary may be the result. In encouraging much of handwork in connection with the reading of literature, it seems to the writer, wrong emphasis is made. The children may be interested, yes. But it makes considerable difference whether the interest be such as to lead to more reading or more carving. Soap is doubtless an excellent material, and important in present civilization. The question is whether carving out of soap a castle or a horse or a clown will stimulate interest in the drama, or even in daily bathing….On the contrary, the need of the reader is to secure a picture from the written word. (p. 245)

That the making of concrete models will keep interested many pupils who would otherwise find much of the English course dull may be granted. The remedy would seem to be in changing the reading material rather than in turning the literature course into a class in handcraft. (p. 246)

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About plthomasedd

P. L. Thomas, Associate Professor of Education (Furman University, Greenville SC), taught high school English in rural South Carolina before moving to teacher education. He is a column editor for English Journal (National Council of Teachers of English) and series editor for Critical Literacy Teaching Series: Challenging Authors and Genres (Sense Publishers), in which he authored the first volume—Challenging Genres: Comics and Graphic Novels (2010). He has served on major committees with NCTE, and has been named Council Historian (2013-2015), and formerly served as co-editor for The South Carolina English Teacher for SCCTE. Recent books include Ignoring Poverty in the U.S.: The Corporate Takeover of Public Education (Information Age Publishing, 2012) and Parental Choice?: A Critical Reconsideration of Choice and the Debate about Choice (Information Age Publishing, 2010).He has also published books on Barbara Kingsolver, Kurt Vonnegut, Margaret Atwood, and Ralph Ellison. His scholarly work includes dozens of works in major journals—English Journal, English Education, Souls, Notes on American Literature, Journal of Educational Controversy, Journal of Teaching Writing, and others. His commentaries have been included in Room for Debate (The New York Times), The Answer Sheet (Washington Post), The Guardian (UK), truthout, Education Week, The Daily Censored, OpEdNews, The State (Columbia, SC), The Charlotte Observer (Charlotte, NC), The Post and Courier (Charleston, SC) and The Greenville News (Greenville, SC). His work can be followed at the becoming radical (http://radicalscholarship.wordpress.com/) and @plthomasEdD on twitter. View all posts by plthomasedd

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