The Copy Book

Educational Ideals

Part 2 of 2

A classroom at Fen Ditton Junior School, Cambridgeshire, in 1944.

From the Imperial War Museum Collection, via Wikimedia Commons (cropped). Licence: Public domain.

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Educational Ideals

From the Imperial War Museum Collection, via Wikimedia Commons (cropped). Licence: Public domain. Source

A classroom at Fen Ditton Junior School, Cambridgeshire, in 1944.

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‘A Modern Village School - Education in Cambridgeshire, England, UK, 1944’ is the title given to this photograph by the curators at the Imperial War Museums. “A young girl” the caption goes on “helps one of her friends with his reading during a lesson at Fen Ditton Junior School, Cambridgeshire. Behind them, other pupils can be seen at their desks in the classroom, getting on with their work.”

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Continued from Part 1

But if we are so desperately in earnest as this, will it not tend to make the teaching too serious and cast a sort of gloom over the school?

Why should it? A religion that is worthy of the name must live in all that is good in life. If it cannot find itself in the humour as in the pathos of life, in the joy as in the sorrow, in the little things as in the great, it but shows its own weakness, its own limited nature. A religion that would tend to crush the happy joyous laughter of children would stand self-condemned. [...] In the teaching of poetry I would hope for that spirit which we find sometimes in truly religious people. They do not talk much about religion or the church, but there seems to breathe from them a spirit of serene faith that finds its work and its religion in all around.*

From ‘On the Teaching of Poetry’ (1925) by Alexander Haddow.

* See Sense and Sensitivity, in which Richard Whately praises Jane Austen for spreading the gospel without seeming to do so.

Précis

Haddow then addressed the charge that such seriousness would make the classroom a dull place. A certain kind of piety can too often have that effect, he acknowledged; but the best among the Christians find joy in everything, and bear about them an atmosphere which is immediately attractive. The devoted teacher of poetry, he hoped, might leave a similar impression. (60 / 60 words)

Haddow then addressed the charge that such seriousness would make the classroom a dull place. A certain kind of piety can too often have that effect, he acknowledged; but the best among the Christians find joy in everything, and bear about them an atmosphere which is immediately attractive. The devoted teacher of poetry, he hoped, might leave a similar impression.

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Variations: 1.increase the length of this precis to exactly 65 words. 2.reduce the length of this precis to exactly 55 words. 3.introduce one of the following words into the precis: because, besides, despite, or, otherwise, ought, since, whether.

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Word Games

Spinners Find in Think and Speak

For each group of words, compose a sentence that uses all three. You can use any form of the word: for example, cat → cats, go → went, or quick → quickly, though neigh → neighbour is stretching it a bit.

This exercise uses words found in the accompanying passage.

1 Hope. Joyous. So.

2 Far. They. Would.

3 Education. Many. Why.

Variations: 1. include direct and indirect speech 2. include one or more of these words: although, because, despite, either/or, if, unless, until, when, whether, which, who 3. use negatives (not, isn’t, neither/nor, never, nobody etc.)

Subject and Object Find in Think and Speak

Use each word below in two sentences, first as the subject of a verb, and then as the object of a verb. It doesn’t have to be the same verb: some verbs can’t be paired with an object (e.g. arrive, happen), so watch out for these.

This exercise uses words found in the accompanying passage.

1. Child. 2. Man. 3. Teaching. 4. Person. 5. Charity. 6. School. 7. Nature. 8. Can. 9. Limit.

Variations: 1.use your noun in the plural (e.g. cat → cats), if possible. 2.give one of your sentences a future aspect (e.g. will, going to). 3.write sentences using negatives such as not, neither, nobody and never.

Statements, Questions and Commands Find in Think and Speak

Use each word below in a sentence. Try to include at least one statement, one question and one command among your sentences. Note that some verbs make awkward or meaningless words of command, e.g. need, happen.

This exercise uses words found in the accompanying passage.

1 Make. 2 Can. 3 Limit. 4 Let. 5 Work. 6 Ask. 7 Name. 8 Claim. 9 Time.

Variations: 1. use a minimum of seven words for each sentence 2. include negatives, e.g. isn’t, don’t, never 3. use the words ‘must’ to make commands 4. compose a short dialogue containing all three kinds of sentence: one statement, one question and one command

High Tiles Find in Think and Speak

Make words (three letters or more) from the seven letters showing below, using any letter once only. Each letter carries a score. What is the highest-scoring word you can make?

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