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Page 102 text:
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Page 101 text:
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earn 'em, bank 'em, forget 'em findem, earnem, bankem, forgetem Why not claim language as our rightful stock-in-trade our raw material ' and also our finished product Why not help a kid take pride in the power of language personal and social Why not help a kid use language to communicate with an editor a'draft board a girl or to discover the nobility of man? Why not dissolve the red ink communion fthe grades that DEgradeD Why produce self-satisfied grade mongers judging their worth by OUR standards that make credit bankers out of philosophers that make us teach multiplechoice knowledge and that convince kids that the dung beetle who collects the biggest cognitive ball is best. Why not try to evaluate kids honestly individually Why not try to find what a kid learns from you 1 rather than what he hasn't learned from his past teachers. The difference between a student and a teacher should be something more than a grade book or an answer book. Why not make attendance optional? lf the multi-mediaed McLuhan is right and going to school interrupts education Why not entice with connections of life not plague with demands for inconsequence Why not take our eyes off the rearview mirror long enough to think September o, 1999 What will lT be? pain? vitamin-enriched soma?? darkness??? Why not look into a crystal book or ball and find out and at the same time find out how our classes can let a student want to learn throughout life or make him mankind-sensitive or let him see his choices and decide or show him how to love himself or prepare him for more leisure time AND for cybernation one cyber Nation, under IBM indivisible with conformity and structure for all. Maybe. Ray Scofield ' , Language Arts Workshop, 1968 Eugene, Oregon Taken from Media and Methods
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Page 103 text:
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