Category Archives: 1931

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)


Differentiated Teaching of Literature (1931)

LaBrant, L. (1931). Differentiated teaching of literature. English Journal, 20(7), 548–556.

Stable URL: http://www.jstor.org/stable/803120

LaBrant discusses individualized literature instruction, drawing on her experiences at Oread Training School (University of Kansas), “a four-year high school with an enrollment of approximately one hundred pupils” (p. 548).

Quoting LaBrant:

The first principle which became evident in formulating plans for individualized instruction was that objectives must be framed in terms independent of specific literature content. (p. 549)

Individualized instruction…must provide for each pupil, rather than for three pupils, and must involve a range so great as to make formulation in terms of read materials an impossible task. It must also provide some definite basis for guidance unless we agree that teaching is unnecessary. The impossibility of teaching every skill and piece of information privately is also evident. Individualized instruction in groups is consequently somewhat paradoxical. It must in reality mean group instruction for all common elements dis-coverable, and private instruction and guidance beyond that….General objectives such as “knowledge of literature” and “standards of appreciation” were of little help. In the first place, individualized instruction means that not all children will know, now or ever, all of the literature we have been teaching; nor will all have equal standards of appreciation. This always has been true. Many children have sat through a class which has presumably studied Macbeth and have learned two things only: the name of the book, and the story as told by the teacher and other pupils. They might better have read Lamb’s Tales. (p. 550)

If we are really teaching Charles (intelligence quotient ninety) to read to his best advantage, we must stop trying to develop the appreciation of many things which English teachers find fascinating. We must acknowledge that Charles will probably do well if he reads The American Magazine instead of Confessions, and Thornton Wilder instead of nothing at all….(pp. 550-551)

He should, therefore, establish in high school the habit of reading as a real and pleasant factor in the use of leisure. A reading habit, suitable, as nearly as we can determine, to each child’s general ability, becomes a major objective. Such an aim is too vague for use as a teaching guide. In order to insure good habits of regular reading we must see that our pupil has taken three steps: (i) that he has learned how to read the various kinds of materials which follow conventions of writing, dividing them into novels, plays, poems, essays, biographies, and records of history, science, or travel, and that he has learned how to read these whether he finds them in volumes or in current periodicals; (2) that he has learned how to find these various kinds of materials without teacher assistance; and (3) that he has continued for some time to experience satisfaction in finding and reading material, until the resultant habit is strong enough to compete successfully with other forms of leisure activity. (p. 551)

Burch’s study presents evidence that the classics commonly taught in our high-school courses are beyond the reading comprehension of a considerable percentage of pupils studying them. It is fair to question the real value resulting from such study, where dependence must rest on teacher interpretation instead of on individual understanding. (p. 554)

Individualized instruction involves a considerable amount of bookkeeping, indi-vidual records. Pupils keep these themselves, asking only that the teacher initial the entries for verification….Consequently, by the third year there is a very wide range of interests and needs in the class. This makes teaching much more difficult as the course progresses. (p. 555)

As soon as a pupil excels his teacher in any one field, he is given an opportunity to share the pleasure of directing. Classes are usually informal. It is not essential that a classroom have one and only one center of conversation. One can talk intelligently at an afternoon tea without demanding silence from all other persons in the room….Essentials of the plan here presented may be summarized as follows: I. A revision of the teaching objectives into a statement of desirable pupil skills in the reading of literature. 2. A revision of curriculum content into materials adapted to provide the above skills, and the discarding of a list of required classics as a basis for the literature course. 3. The limiting of group teaching to the teaching of such specific skills as “how to discover the action in a play,” and the giving over of remaining class periods to individual reports discussed either with teacher or with class. 4. The making of careful diagnosis of individual needs and progress, with co-operation of the pupils. 5. The gradual emancipation of pupil from teacher direction. (p. 556)