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AK Svajuuatios Or AKTH0L08IES OP AMERICAS LITERATURE USED IK SECONDARY SCHOOLS An evaluation of anthologies of American literature used in secondary schools Item Type text; Thesis-Reproduction (electronic) Authors Westbrook, Jennie Madeline Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 15:43:53 Link to Item http://hdl.handle.net/10150/553153 AK SVAjuUATIOS Or AKTH0L08IES OP AMERICAS LITERATURE USED IK SECONDARY SCHOOLS by Jennie Madeline Westbrook • • • Submitted in Partial Fulfillment of the Requirements, for the Decree of iaster of Arts In the College of Education of the University of Arizona 1932 £ 979/ /931* i 2- ACKUO’UXEDGJfiEUTo The writer wishes to express ner sincere appreciation to Dr. Oliver K. Garretson for his kind help and guidance in the preparation of this thesis; to Dr. Fran­ cis Cummins Lockwood for his helpful suj,cations concerning the aims of teaching American Literature $ to the teachers of Knglish in Tucsoh and in other cities of Arizona ana Texas to whom, the questions ires vveie sent; and tc the following publishers for their cooperation sending the desired anthologies: The Century Company, Dew York; Harecurt, Brace and Company, Hew York; Charles Seri ner1a Sons, Lew York; Ginn and Company, Boston; L. V. Singer Company, Syracuse; Scott, Foreemen anti Company, Chicago; Allyn and Bacon, Lew York; Hand, *-cKally and Company, Chicago. 85795 11 TABLE OF COUTSETS .. " P&8® LIST OF TABLES..................... .............. ..ill CHAPTER I. INTRODUCTION........ ........... 1 A. Statement of problem B, Definition of problem II. REVIEW 0? PROFESSIONAL LITERATURE. ...........5 A. The aims of teaching American Literature B. Quotations from educators to justify each III. STANDARDS GOVERNING THE SELECTION OF MATERIAL.17 A. ifethod of organization of material B. Judgment of twenty four high school and college teachers of English as to the value of the aims and standards set up TV. SELECTION OF AUTHORS TO BE INCLUDED.......... 32 A. Compilation of a list of authors that are usually included in the high school course of study in American Literature B, List that should, be included in an anthol­ ogy according to the judgment of five or more of the ten teachers of English to which the list was submitted V. EVALUATIONS................. .............. 42 A. Justification and explanation of scoring system used B. Detailed evaluation of each of the nine books C. Criticism of each book VI. CONCLUSIONS AND RECOMMENDATIONS..... •....... 75 APPENDIX.......... .................. ............... 79 BIBLIOGRAPHY ill LIST OF TABLES Table Page I. Distribution of the Opinions of Twenty-four High School and College Teachers of English Relative to the Values to be Assigned Each of the Standards for Selection of Materials.... 19 II. The Rankings of the Nine Anthologies in the Order of their Merits................. 68 III. Agreements of Judgments of Five to Nine:High School Teachers of English with the Textbook Editors of Nine Books as to the Inclusion of Certain Writers...... ......... ............... 69 TV. Outstanding Disagreements of Teachers and Text­ book Editors Relative to the writers that Should be Included in an Anthology of Ameri­ can Li terature.................... 70 V. Composite Scores Assigned to the "Selection of Material Presented" of the Nine Books....... 70 1 AN EVALUATION OF ANTHOLOGIES OF AMERICAN LITERATURE USED IN SECONDARY SCHOOLS CHAPTER I INTRODUCTION The study of American Literature, although a comparatively new field, is perhaps one of the most im­ portant phases in the educational program of the secondary schools. It is from this study, in part, that the growing mind of the adolescent forms comparatively definite concep­ tions of patriotism, of morality, of religion, and of ideals which will affect his "behavior throughout life, and to some degree establishes standards of literary judgment. He is learning to Judge, in a measure, literature from the stand­ point of its actual value to him. At this period of his development, he desires a reason for almost everything that is presented to him, and without that reason, he is loath to accept fact or fiction. The adolescent is beginning to realize that there is a certain position in life which he must occupy, and to that end he assigns a place to every piece of literature in relation to the practice1 value as it appears to him. Unless the literature of our nation is made to live for him and to appeal to his nature, it fails to fit into his scheme of life, and he rejects it 2 decisively; "A text in literature B.uet not "be regarded as a convenient means for illustrating rhetorical principles, for it is a much greater thing; it is an interpretation of life itself. A pupil should get sufficient joy from a well selected high school text in literature, so that, in his leisure hours, he will return to it of his own accord and with ever increasing pleasure because of its human interest and content. The highest use of all literature is not to fill us with facts, but to set us think­ ing." (1) He is ever groping for the tangible some­ thing that fills a gap which he feels is present in his ac­ tual experience, and it is partly through the vicarious ex­ perience which literature affords that he is able to fill this need. Thus we see that it is vital, and that the lit­ erature of no one nation can wholly suffice, but he must have much from .that lend with which he is most familiar -— America, The introduction to the literature of all nations comes most easily and naturally through that of his own country. Realizing the value of the study of American Literature, it is next in importance that we realize that it must be presented in a manner which best carries out the aims .and sta ndards for the course. In other words, the kind^of: textbook:used, the selection of material, and the order in which it is presented are of great importance to the teachers of English in every high school. The purpose of this, study therefore is to determine a definite set of standards T T H. E. A. Research Bulletin, 1929, "Developing Literary Appreciation in the Senior High School", p, 204 3 governing the selection of material to he included in anthol­ ogies of American Literature for use in the secondary school; and, keeping these standards in mind, to make a comparative and critical evaluation of the anthologies /published since 1925, and available to the writer. This will involve! 1. A review of pro­ fessional studies on the aims of teaching American Literature and the standards governing the selection of textbooks will be given* If one is to make a wise selection, it is necessary that the viewpoints of educators, both of the past and present be considered. We shall attempt.to give a survey of the field as gained from studies on the aims, methods, and tech- niques for the teaching of literature, and from articles writ­ ten by contemporary educators found in the periodicals in the fields of English and Education. In order to evaluate these opinions, we shall investigate the studies dealing with the curriculum and textbook selection. 2. Prom the summary of these aims and standards, we shall attempt to set up standards practical fox- present-day use to govern the selection of material for an­ thologies of American Literature for use in the high school. These standards are to be further validated by the criticism or approval of a number of prominent high school and college teachers of English in several different institutions. In the selection of these aims, it is necessary that personal 4 opinion have a rather prominent part, but we shall attempt to substantiate that with the Judgments of the teachers. Assuming that these aims are fairly accurate# we shall use them as a working basis for determining the value of the more recent anthologies in the field, 3. An outline of the periods and writers that best meet the requirements of the aims and purposes of the course as set forth above will be considered next. This will entail a study of the history of American literature# as well as the literature itself. 4. The fifth chapter will consist of a comparison# criticism and evaluation of the more important texts in the field on the basis of a score card worked out from the data secured, 5. Conclusions will be drawn and recom­ mendations made as to the relative value of the books in the field. 5 ' CHAPTER II REVIEi’ OF PROFESSIONAL LITERATURE Charles Swain Thomas in his volume on the teaching of English in the Secondary School say#, "Our most important task in teaching is the "building of character, and our most effective agency is the literary 2 • : selection," If this is true then we immediately recognize the urgent need for a wise selection of the literature that is placed before the high school student. Thomas has set forth four essential points to he followed in selecting the material which is to be taughts 1. The literature should be such that it adjusts itself to the degree of the maturity of the child, and the language should be simple; 2. selections should be chosen that will aid the composi­ tion work, oral and written, of the child, but no emphasis which will lessen in any way the force of the literary message should be placed upon this phase of the work; 3. the selections should provide for alternative and variety; and - ' 3 4. the material should be arranged chronologically.
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