A Course in Humanities
Identifieur interne : 000343 ( Istex/Corpus ); précédent : 000342; suivant : 000344A Course in Humanities
Auteurs : Howard HarrisonSource :
- NASSP Bulletin [ 0192-6365 ] ; 1958-11.
English descriptors
- Teeft :
- Academic excellence, Adolescent decision, Aesthetic problems, American freedom, American literature, American students, American teenagers, American teenagers respect, Askl order, Atomic nuclei, Basketball team, Beach school administration, Beauty mine, Brilliant representatives, Broad summer programs, Carnegie world peace endowment building, Challenge american education, City school district, Classical greek, College entrance examination board, College level, Comic routines, Common sense, Community inquires, Compulsory attendance, Creative approach, Creative fiction, Creative individuals, Culinary delicacies, Cultural entropy, Cultural heritage, Cultural leadership, Cultural resources, Diego city schools, Discernible reward, Education bienniel report, Entire group, Enviable record, Equal education, Experimental program, Extensive trials, Fearful realization, Field trips, Fierce determination, Final careers, Formal talks, Fragmentary success, French moliere, French romanticism, Future classmates, Future existence, General motors, George gobel, Gifted students, Girls rate, Good readers, Good school marks, Good stories, Gratifying change, Great interest, Greatest effect, Guidance critics, Half millenia, Harold alberty, Healthful disturbance, Hebrew language adaptations, High school, Historical demarcations, Honors class, Honors reading program, Horace institute, Human fibre, Human spirit, Humanistic progress, Humanities, Humanities class, Humanities class seared, Humanities course, Humanities howard harrison, Hunter college, Hydrogened teeth, Hysterical demand, Immediate assembly line production, Impending programs, Individual tutorial meetings, Indomitable courage, Informal conversations, Insular smugness, Intellectual capacity, Intellectual delicacy, Intellectual vision, International communism, Judah tagore, Junior grades, Lindell boulevard, Literate bruce, Local library, Long beach, Long beach city school district, Long beach hudson street, Long beach teenagers, Lowest grade, Major work program, Many communities, Mental fear, Metropolitan museum, Minimum foundation program, Modern army, Movable chairs, Music teacher, Musical notation, National boundaries, National cultures, Notational system, Odysseus rescue, Older howard harrison, Other artists, Other lecturers, Other places, Overwhelming majority, Perfect truth, Philosophical basis, Placement program, Poetrycrying chords, Popular career, Portrait artist, Predominant reason, Presidential assistant, Previous school year, Private stage, Public opinion, Reading speed, Recent years, Regular class meetings, Regular school, Regular teachers, Remedial studies, Representative probability sample survey, Rich township, Rigorous study, Roman plautus, Rural school districts, Salutary effect, Same education, Scholarly inadequacy, Scholastic magazines, School experimentation, School plant construction, School year, Seating arrangement, Seminar courses, Social life, Social opportunities, Social sciences, Soft drinks, Spanish literature vision, Spanish verse translation hebrew philology history, Special explorations, Special interest, Special lectures, Stainslaus county, State programs, States office, Strange truth, Student opinion, Students half, Summer months, Summer programs, Summer quarter, Summer resort, Summer school, Summer studies, Summer vacation, Summerschool attendance, Sure sign, Symphony orchestra, Talented youth project, Technological achievement, Teenage attitudes, Teenager, Teenagers plan, Thalia theatre, Thorough scholarship, Token honorariums, Tongue lotus, Total effort, Townsend harris, Trial adoption, Varsity football team, Varsity tennis players, Varsity wrestlers, Vigorous youth, Vocational interests, Voluntary program, Welcome gadfly, Word inferno renascence, Year olds, York city, York state english regents examination, Young adults, Young person.
Url:
DOI: 10.1177/019263655804224133
Links to Exploration step
ISTEX:32EB580C206E7A0CD2D81A662C5AA01812780273Le document en format XML
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<contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Harrison</surname><given-names>Howard</given-names></name><aff>Long Beach High School, Lindell Boulevard and Hudson Street, Long Beach, New York</aff></contrib></contrib-group>
<pub-date pub-type="ppub"><month>11</month><year>1958</year></pub-date><volume>42</volume><issue>241</issue><fpage>195</fpage><lpage>200</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Journal Article</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>195 A Course in Humanities SAGE Publications, Inc.1958DOI: 10.1177/019263655804224133 Howard Harrison Long Beach High School, Lindell Boulevard and Hudson Street, Long Beach, New York TO the world of education, Sputnik was a welcome gadfly that stung Americans to a fearful realization that our civilization is in danger of being destroyed. Heard above the hysterical demand for immediate assembly line production of scientists and technicians, James R. Killian, Jr., new Presidential assistant for science and technology, was only one of many who pointed out that our present and future military strength depended on the success of schools in teaching the interdependence of the sciences, the social sciences, and the humanities. The most gratifying change in public opinion has been the realization that democratically equal education does not mean the same education for all. We have learned that the Judaic-Christian concept of the equal worth of every human being is enriched and made powerful-not betrayed -by our schools applying Emerson's dictum: "We boil at different degrees." The older experiments in the education of homogeneously grouped, intellectually gifted students, such as New York's Townsend Harris High School (now defunct), have been supplanted in recent years by local and state programs throughout the nation. The Talented Youth Project of the Horace Mann-Lincoln Institute of School Experimentation, the seminar courses in San Francisco high schools, the Major Work Program of the Cleveland elementary schools, the individualization of curriculum for all students in the Winnetka (Illinois) junior high-school grades, the Hunter College Elementary School in New York City, the Portland (Oregon) program, and the impending programs in California's Stainslaus County (of special interest to smaller and rural school districts), Los Angeles, and San Diego City schools are among the most significant current attempts to provide the United States with the cultural leadership necessary for our future existence. Now that we know that we cannot "kill time without injuring eternity," we logically examine the school year itself. With this in mind, the public (seeing an increasing proportion of their taxes going to school plant construction and equipment) have, in many communities, successfully agitated for a twelve-month school year, divided into four quarters. After extensive trials, such as in Newark, New Jersey; Nashville, Tennessee; Omaha, Nebraska; and Amarillo, Texas; compulsory attendance during the summer quarter has been abandoned in practically all cases. It is the voluntary summer-school program that has gained most favor, although 202196 only about three hundred cities are listed in the United States Office of Education Bienniel Report as having summer school. As in the past, the overwhelmingly predominant reason for summer-school attendance is for remedial studies and the repeating of classes from which, for varied reasons, students were not promoted. While a number of the summer programs are broader in purpose and scope, the trend has been away from the academic toward programs similar to Florida's Minimum Foundation Program for Schools which is centered on physical well being, emphasizing the inculcation of love of nature. Similarly, Orinda, California, and Schenectady, New York, have broad summer programs of academic and non-academic courses. However vital and enriching such uses of the summer months are, they alone do not adequately meet the challenge American education must continuously accept if it is to halt the cultural entropy, made more naked to intellectual vision by the fusion of atomic nuclei. We have finally learned the strange truth that, while technological achievement does not necessarily imply humanistic progress, science itself becomes stagnant when man's moral and cultural heritage is forgotten. In the area of summer studies, an increasing number of innovations will undoubtedly profoundly influence educational theory and practice. Already publicized has been the Honors reading program of Rich Township (a suburb of Chicago). However, without fanfare, Long Beach (New York) City School District has just completed an experimental summer program, which, although involving but twenty high-school students, may be well in the vanguard of these innovations. Emerging from a year of rigorous study in an eleventh-year honors class in American Literature, nineteen of the twenty-four fifteen and sixteen year olds in the group volunteered for a thirty-five-hour week (twenty hours of instruction and fifteen of preparation) Humanities class. This disposal of eight weeks of their ten-week summer vacation possibly reflected trust in their teacher, but, more probably, a doubt of their common sense (if not their sanity). Their only discernible reward was to be given credit for fourth-year English and admission into a college-level course in September, as part of the Advanced Placement Program of the College Entrance Examination Board. The ten girls and nine boys were joined by a tenth young man, a June 1958 graduate, whose only motivation (peculiarly shared by the other nineteen students) was a desire to be a more complete human being. Who are these students? What did they let themselves in for? What were the effects of the course upon them? The twenty rank in intellectual capacity from very bright to superior. Although the academic and vocational interests of ten of them are centered in mathematics and science, all developed great interest in literature and writing during the previous school year. On the eleventh-year New York State English Regents Examination, the lowest grade was eighty-five per cent, the highest-ninety-seven (six of them achieved ninety-five or higher). Three 203197 of these teenagers plan to major in English in college; four plan to teach. Three intend to major in the social sciences. All intend to go to a four-year liberal arts (or engineering) college. Among the boys are two members of the varsity football team, two varsity tennis players, two varsity wrestlers, and one young man who is the mainstay of the basketball team. One of the girls is a high-school cheerleader. Nearly all of the girls and several of the boys are among the most popular young people in the social life of Long Beach teenagers. Not only did these young people-without exception-continue to enjoy the recreational and social opportunities of this summer resort community, but also twelve of them held part-time jobs during July and August. We are continually reminded of the truth of Plato's remark that "youth is the time for ... extraordinary effort." What Harold Alberty called the Culture-Epoch concept formed the philosophical basis for integrating the Humanities class. Humanism exposes the fallacy of historical demarcations. The best of Abbott and Costello's comic routines are closer to the French Moliere and the Roman Plautus than to George Gobel. Two and a half millenia are no barrier between the fierce determination of America's youth to maintain American freedom in the hydrogened teeth of international communism and the indomitable courage of Aeschylus' Prometheus in maintaining his personal integrity-opposing even Zeus. Only fragmentary success can result from the study of translated literature. The gestalt of the course was a total effort to define man. In order to succeed in adequately communicating to these young adults the great moral and aesthetic problems that have permeated the human fibre, music, art, and linguistics were integrated with the literature. Therefore, along with the teaching of literature, linguistics, and the integrating of the course that this writer performed, consultants in art and music were employed on a part-time basis. These men were chosen for their qualities as teachers and as creative individuals. The art instructor has an enviable record as a teacher, a portrait artist, and a designer. The music teacher had taught on the college level and been a clarinetist and conductor of a symphony orchestra. Each brought love, enthusiasm, and understanding to his work. The physical and cultural resources of Long Beach and of nearby New York City were drawn upon. While the regular class meetings were held in the thirty- by fifty-foot air-conditioned auditorium of the local library (movable chairs and tables permitted a U shaped seating arrangement), individual tutorial meetings were held weekly with the coordinating teacher in the study of his home. The group frequently made use of the Long Beach Public Library art gallery. To hear special lectures at the United Nations, the Metropolitan Museum of Art, the Carnegie World Peace Endowment building, and at other places, field trips were made. Films on Da Vinci and other artists and Gogol's The Inspector General were viewed at the Thalia Theatre in Manhattan. Audi-visual 204198 aids, including high-fidelity equipment, were used in the classroom. In order to increase the reading speed of these already good readers, six rateometers were periodically made available for their use. At the coordinating teacher's discretion, a small sum of money appropriated by the Board of Education was allocated as hardly more than token honorariums for seven visiting lecturers, most of them regular teachers in the high school. To be able to teach! Actually to teach what one has studied through desirel Even more ... the wonder of having a group listen and ponder and askl Their instruction this summer will cause these youngsters to take academic excellence and honesty as requisite. They will be quick to recognize personal or scholarly inadequacy or hypocrisy. A salutary effect on their future classmates and teachers! . Five other lecturers (who gave of themselves only for love of the work) , brilliant representatives of their national cultures (including Greece, Italy, Israel, and India), whose formal talks and informal conversations with the members of the Humanities class seared away the students' insular smugness with all their reading and learning-Madame Bovary, Don Quixote, The Odyssey, The Rubaiyat, Oedipus the King, Ghosts, An Enemy of the People, Antigone, Miss Julie, Fathers and Sons, Cyrano de Bergerac, and Physician in Spite of Himself, poems by Villon, Baudelaire, Verlaine, Hugo, Lope de Vega, Calderon de la Barca, Jimenez, Dante, Petrarca, Heine, Schiller, Rilke, Bunin, Sappho, Anacreon, Catullus, Horace, Virgil, Judah Ha-Levi, Tagore, Li Po, and others-there were a few of the essays such as Montaigne's "On the Art of Conversing," Schopenhauer's "On Thinking for Oneself," Mazzini's "The Duties of Man," and Kant's "A Good Will," stories, and excerpts, and some special explorations in depth: Problems in translating Classical Greek into English French and Spanish Verse Translation Hebrew philology History of the Printed Word Dante's Inferno Renascence of French Romanticism The Rise of the Troubadour Golden Age of Spanish Literature Plato's Vision of Reality And all this was support and the base for the surges of growth. Each young person explored some aspect of himself. Several emphasized the research, others the creative approach. Paul creatively, in fiction, explored "What is reality and what is fantasy? Why have men created gods; why has God created us?" Research in the history of musical notation was Alan's choice: "The human spirit wanted to share his sense of beauty and emotions ... the development of the notational system follows closely the development of man's understanding of himself and his world." Ronald ... the graduate in search of knowledge ... combined research 205199 and creative fiction to explore "Man's search for the perfect being." Ethel's original effort in fiction, dealing with an adolescent girl's decision to make her own mistakes, was shown by Sue and Gene and Ethel herself to transcend language and national boundaries in their Spanish, French, and Hebrew language adaptations. Caesar's legions and today's modern army are kin in their individual human traits, so Lynn and Susan showed in their project. Anne's poetry questioned existence, memory, and death: "And I watched the water of the sea Come swiftly up the beach to me ... No swirling waves will wash away My dreams and thoughts of yesterday." Roslyn's poetry rang with sincerity and vigorous youth as she questioned change itself: "Always as before I asked to leave my bondage and my chains and free myself from mental fear to laugh and cry with all the world. * * * * * For man must always sing for soul, so sing I do in poetry- ' - crying chords and laughing chords till every note is breathing mel" Martha's fiction echoed her discovery: "A blind conformist is not a person, but merely an instrument of the society in which he lives ... he is a puppet." Linda searched for maturity in her poetry: "Far off, not even real to me, accounts of hunger, poverty, When just by chance, I casually glance at leisure through the printed page Where wave on wave of history, rising from that endless sea Of stricken faces, smash and rage, and burst upon my private stage ..." Brilliantly literate Bruce discovers "I must do, to be." In allegory, he says: "Lotus' taste was on my tongue ' * * * * * Lotus' beauty mine to hold ... Will not Odysseus rescue me Or must I learn myself to flee? * * * * * Hot dogs, hamburgers, and soft drinks were the culinary delicacies at the coordinating teacher's home the afternoon of August twenty-first. The intellectual delicacy was the presentation to the entire group of the essence of his project by each member of the class. 206200 What of the future? The progressive Long Beach school administration already anticipates the healthful disturbance of "educational normality" the Humanities course has provoked. "How can we adjust to a regular school program?" my students half mournfully-half mockingly inquire. And they add, in perfect truth, "There has been a sense of completeness which in the school year is a feeling of fragmentation." "Would this be good for our children?" the community inquires. The trial adoption of the "Stoddard Plan" by the Long Beach City School District elementary schools is another sure sign that there are some administrators, teachers, and parents who will theorize ... but who will know when to act. This community knows that "the man who goes alone can start today, but he who travels with another must wait till that other is ready." TEENAGE ATTITUDES ON CAREERS AND GUIDANCE Post-Sputnik critics of a so-called "anti-scholar" attitude among high-school students had better take another look. For the overwhelming majority of American teenagers respect and admire thorough scholarship. This encouraging fact was brought out by the Institute of Student Opinion, which has just completed a survey on careers and attitudes - the largest national representative probability sample survey ever undertaken in the United States. Sponsored by Scholastic Magazines, Inc., the Institute has been conducting surveys on the attitudes of American secondary-school students for fifteen years. American teenagers, the survey demonstrated, share these attitudes: -. * Ninety per cent of them think good school marks are "important" to their futures - less than one per cent consider them "a disadvantage." * Eight out of every ten say "hard word," "intelligence," and "personality" will have the greatest effect on their careers - much greater than "good or bad breaks," "money," or "influential friends or relatives." * Half of them are "fairly sure" what their final careers will be - one eighth are "absolutely certain." * Engineering is the most popular career with boys, followed by the armed forces and science. Girls rate secretarial work the most desirable, with medicine (including nursing) second, and teaching third. * Among the twenty per cent who are "interested in working for a large, nationally known company," General Electric and General Motors are the favorites. These results were among those obtained from answers given by 11,416 scientifically selected students in grades 7 through 12 ranging in age from 11 to 19. The nation-wide survey was conducted -in a total of 284 junior and senior high schools, public and private, in every state in the country. Schools of all sizes, with enrollments from 42 to over 4,000, were included in the sample. Approximately 95 per cent of the students replied to each question.</meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>A Course in Humanities</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>A Course in Humanities</title></titleInfo><name type="personal"><namePart type="given">Howard</namePart><namePart type="family">Harrison</namePart><affiliation>Long Beach High School, Lindell Boulevard and Hudson Street, Long Beach, New York</affiliation></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-1JC4F85T-7">research-article</genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1958-11</dateIssued><copyrightDate encoding="w3cdtf">1958</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><relatedItem type="host"><titleInfo><title>NASSP Bulletin</title></titleInfo><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1958</date><detail type="volume"><caption>vol.</caption><number>42</number></detail><detail type="issue"><caption>no.</caption><number>241</number></detail><extent unit="pages"><start>195</start><end>200</end></extent></part></relatedItem><identifier type="istex">32EB580C206E7A0CD2D81A662C5AA01812780273</identifier><identifier type="ark">ark:/67375/M70-5NQLTHBN-3</identifier><identifier type="DOI">10.1177/019263655804224133</identifier><identifier type="ArticleID">10.1177_019263655804224133</identifier><recordInfo><recordContentSource authority="ISTEX" authorityURI="https://loaded-corpus.data.istex.fr" valueURI="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-0J1N7DQT-B">sage</recordContentSource></recordInfo></mods><json:item><extension>json</extension><original>false</original><mimetype>application/json</mimetype><uri>https://api.istex.fr/ark:/67375/M70-5NQLTHBN-3/record.json</uri></json:item></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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