THIS PIOUS WORKE : THE TEACHING OF CLASSICAL LANGUAGES IN COLONIAL NEW ENGLAND
スポンサーリンク
概要
- 論文の詳細を見る
When the aims, traditions and methods of the English grammar school were transferred almost wholesale to Puritan New England, starting from approximately 1630, the teaching of the classical languages-specifically Latin, Greek and Hebrew-thereby became the central tenet of New England education. A tradition of Latin schools, beginning with the Boston Latin School (1635), spread across the new colony, and remained in place until approximately 1800. This paper argues that the teaching and learning of Classical languages in New England was not an aberrant event but was the foundation of the American language learning experience. The "Protestant" approach to Classical language teaching brought with it increased use of the vernacular, which accorded well with the Puritan outlook. This outlook also approved of the "pyramid" view of language learning, which involved the laying of a solid foundation, largely but not exclusively in the grammar of the language. Latin, the first and most comprehensively taught of the Classical languages, was not seen as a group of separate skills, and it is misleading to pin the reductionist "grammar-translation" label on it. Memorization was strenuously cultivated, as were meticulousness and mastery. Mastery was an essential concept, and indeed there was no advance for a student who could not master the material. Teachers were concerned about pronunciation models, the teaching of syntax, vocabulary, dictionary use, and broad aspects of Classical history and culture. More practically, the teachers were also concerned that their students reach the required standards for university entrance, meaning proficiency in Latin and a modest acquaintance with Greek grammar. The generally harsh conditions prevalent in Colonial Latin schools produced little innovation in international language teaching terms, but the local model of language teaching that was established in the seventeenth century remains-like the Constitution of 1787-as a constant reminder of early promise and achievement.
- 広島修道大学の論文
- 1997-09-30
広島修道大学 | 論文
- 幼児の仲間関係における自己主張表現
- 幼児における他者のよくない意図の理解と道徳判断
- 無令状捜索押収と適法性判断(3・完)ー憲法35条による権利保障ー
- 無令状捜索押収と適法性判断(2)ー憲法35条による権利保障
- 逮捕手続に重大な違法があるとして被告人の尿鑑定書の証拠能力が否定され、その派生証拠たる覚せい剤の証拠能力は肯定された事例