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• W251159178 abstract "MF01/PC01 Plus Postage. *Educational dHistory; *Freshman Composition; *General Education; Higher Education; *Literature; Teaching Methods; Writing Processes *Composition Literature Relationship; Composition Theory; Historical Background; *Jardine (George) As the issue of whether literature might be used to teach composition has not been a lively issue of debate among curreut scholars, those interested in the topic might look to George Jardine, professor of logic and philosophy at the University of Glasgow, Scotland, from 1774 to 1824. As Robert Connors suggests, teachers stand to gain much by turning to the good-willed practitioner rather than the giants of current scholarly dialogues. Jardine's design for integrating composition and the study of English literature, titled Outlines of a Philosophical Education aims to help students to develop a sense of taste, to improve their own writing, and to acquire skills necessary to succeed in business. In line with his philosophy, Jardine includes chapters on the origin and progress of written language, the improvement of memory, the culture of the imagination, the improvement of the powers of judging and reasoning, the elements of taste and aesthetics as applied to color and emotions received from the reflex sense of beauty, and the study of the beauty and grandeur of external nature. He had three goals before him in promcting the culture of the mind: (1) to accommodate the subject-matter of the lectures to the capacity and actual progress of the students; (2) to awaken a desire for information; and (3) to keep alive their interest in the discussion and investigations brought before them. As Donald Stewart suggests, the teacher who evaluates current educational theories with an historical perspective is flexible: she or he is made aware of contexts. (TB) ********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U DIPAINTMENT 0 EOUCA11061 r, :0 f a,..catofw Ronson. ul I rk, ic A T ION A k SIDOICIS INF CfClf.f.*114',4 ff R IRK 1,/, reSso.. s 'Es 0,00 ',SP [WU, ' Lynee Lewis Gaillet ESE40, es. taele .ee ws I . . Vs... Stat'br! r 1r -s .1, a . evlo, --pose ,` Improving the Powers of Taste: An Historical Case for Using Literature to Teach Composition 1 The question of whether literlture has a place in the freshman writing class is an old one that keeps resurfacing. In this country in 1901, the Pedagogical Section of the MLA investigated the relationship between reading and writing and asked, Was good reading alone sufficient to develop good writers, or was additional training necessary? If so, what should the nature of this training be. A majority recommended reading supplemented by good instruction in composition. The next year (1902), the Pedagogical Section also questioned whether the teaching of composition should be principally a practical business or whether it should by authorship, the production of literature. According to Donald Stewart, the majority attempted to reconcile the two positions (20). However, the MLA's ground breaking resolution was obviously not acted upon, and the debate continued--or worse yet was ignored--in the scholarship. We saw these same theoretical and professional concerns resurface in Composition and Literature: Bridging_thv Gap, edited by Win Horner in 1983. This time, scholars responded to the comp/lit issue because of the widening gulf between research and teaching in literature and research and teaching in composition (Horner 1). The study and teaching of composition was regarded as a peripheral activity of departments of English while the study and teaching of literature was supported by research funds um. 144A`(+7 a 1411,, 7,,A14'l it CtZ:vCi-t1 4 I A SI It ;NI 1011411. I 14 BEST COPY AVAILABLE" @default.
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• W251159178 title "Improving the Powers of Taste: An Historical Case for Using Literature To Teach Composition." @default.
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