LaBrant, L. (1939, November). An English program based on present needs. The High School Journal, 22(7), 269-271.
LaBrant details the English program at the experimental and progressive The Ohio State University School.
Stable URL: http://www.jstor.org/stable/40367158
The English program for grades seven to twelve, inclusive, of the Ohio State University High School has been based on several premises generally accepted by the school faculty. Briefly, these are:
That the English curriculum should be an effort on the part of faculty and students to enable the latter to meet their language needs in listening, reading, speaking, and writing as adequately as possible.
That these needs should, in so far as possible, be met when and where they arise.
That both students and faculty should discuss and attempt to analyze these needs.
That consequently language growth and study are to be expected in all phases of school experience.
That some language experiences are developed most satisfactorily in classes in science, mathematics, or social studies.
That not all teachers are, however, equally skilled in assisting with all phases of language experiences, as, for example with personal or creative writing or with leisure reading; and consequently that students need a so-called “English” teacher who will assume certain specialized responsibilities and who will, in addition, study the general language growth of individual students and classes, and see that, as far as possible, adequate and balanced growth takes place.
That all language development should be considered in guiding a child’s work, and that consequently foreign-language experience is not to be separated from experience with the native tongue. (p. 269)