This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1922 edition. Excerpt: ... VIII THE AESTHETIC EDUCATION OF THE YOUNG WORKER The object of the present chapter is to consider in further detail ways and means of using the fourth group of subjects referred to in Chapter VI, to give that opportunity for aesthetic creation--that training in appreciation--which is an essential part ...
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1922 edition. Excerpt: ... VIII THE AESTHETIC EDUCATION OF THE YOUNG WORKER The object of the present chapter is to consider in further detail ways and means of using the fourth group of subjects referred to in Chapter VI, to give that opportunity for aesthetic creation--that training in appreciation--which is an essential part of the Continuation School curriculum. It is my conviction that such ways and means are, broadly speaking, the same for all the arts; if, therefore, I illustrate my general principles by reference to one of the arts in particular, this is because it is mainly in connexion with literature that my own practical experience has been obtained. It is not proposed in this chapter to discuss the teaching of literary appreciation and creation in general; this has already been well done elsewhere. I myself owe an immense debt to such books as Mr. Caldwell Cook's JPlayway, Mr. F. H. Hayward's The Lesson in Appreciation, and Mr. Greening Lamborn's Rudiments of Criticism. I wish here merely to consider how far the methods advocated by such writers are practically applicable to Continuation Schools in view of the special conditions obtaining therein, and in view particularly of the limitations of time referred to in Chapter VI. Neither does this chapter profess to concern itself with ' The Teaching of English'. Language is many things besides an art. As the medium of instruction it has its place in all subjectgroups: as a medium of social exchange, especially if teaching proceeds on group lines, it will play an important part in Groups II and III. Further, literature itself is many things besides an art, and the study of literature for the sake of its 'cognitive 51J o content'--for the light which it can throw upon life--is probably best pursued in...
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