TEACHING ENGLISH
ENGLISH FOR TEACHERS, by Anton Vogt; the Pégasus Press, Christchurch. HIS. book comprises four parts-an introduction in which the author outlines some general views, a chapter that covers a Master Scheme for teaching, a chapter on some related problems, and an appendix containing some _ essays published’ some years ago in Education. The book is essentially one to make teachers think for themselves, which many people do not care to do. Its style is dogmatic, provocative, and challeng-
ing. Take, for example, the first sentence in the preface- an unnecessary dedication to "the over-worked, underpaid and undervalued members of the teaching, profession"; or the first sentence of the introduction: "English is the most important, the most exciting, and the most difficult subject to teach." But once into his stride Mr. Vogt proceeds with exemplary economy of words to elaborate his theme, criticising many common practices, such as the faulty compartmentation of the subject, which. (as Mr. Vogt indirectly proves) are common because convenient and economical of mental and. nervous energy on the part of the teacher, who by this means can resist being over-worked ‘by the only people who can overwork him, namely, his pupils. Mr. Vogt next discusses the teacher’s dilemma in having to choose, apparently, between formal instruction, with cramping of the initiative and imagination of the pupil, and greater freedom for the child, with resultant slovenliness and inaccuracy in expression. He submits as the way out, the recognition of two fairly distinct areas in which different methods should be adoptedcreative English, which is an art, which the teacher’ cannot "teach" but where he may guide, and communication English, which is a science with a social function requiring skills which must be taught. An important point here is that the materials for practice should be found in the factual studies such as Arithmetic, Social Science, Nature study, where the teacher may "teach and drill, test and correct," for here he will not be "mistaking means for ends." When I say that these ideas are not entirely novel I hasten to add that I do not know where they have been expressed with such vigour and clarity. My best commendation of this book is my hope that every teacher will read it (for every teacher teaches in English), and that every headmaster will have at least four staff meetings (out of school hours) to consider its implications.
L.J.
W.
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New Zealand Listener, Volume 30, Issue 765, 19 March 1954, Page 13
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401TEACHING ENGLISH New Zealand Listener, Volume 30, Issue 765, 19 March 1954, Page 13
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