The values of the 19th century’s education system can best be summarized as one that promoted Judeo-Christian morality, punctuality, deference to authority, a high tolerance for tedious tasks, and unquestioning loyalty to one’s country. Practically, this was done through rote memorization of the material being studied; for instance, memorizing specific pieces of scripture. Classrooms were not designed to promote higher order thinking, as individual thinkers may question the underlying values and ideas of an organization. The 19th century education system is thus embodied by Nolan, while an education focused on higher order thinking that questions the underlying values of an established system is embodied in Keaton. This is most evident in the text selection that Nolan, a former English teacher and headmaster, either chose or approved of its purchase. The opening of the textbook, “Understanding Poetry” by Pritchard, is an excellent example of the traditional stance on education; Pritchard believed that poetry can be valued on an empirical scale, the goal of which is to “understand” said poetry. Keaton challenges this idea, believing that this notion of empirically evaluating is “excrement.” The goal for Keating is to “constantly look at things in a different way” or to think critically, not to simply understand.
The Ontario English curriculum is one that places greater value on understanding than critical thinking. In reviewing the assessment requirements for the Ontario curriculum, it states that it is only the overall expectations that must be evaluated; the specific expectations must be “accounted for” but not necessarily assessed. This paper does not have the breadth necessary to examine all of the expectations, so it will be examining only the Grade 11 English reading expectations. The English curriculum for reading is broken into four sections: reading for meaning, form and style, fluency and reflection. In the first category, reading for meaning, students are expected to read a variety of texts while using a series of reading strategies to “understand” them. The second section requires that students “understand” how form and style communicate meaning. The third section states that they should be able to read fluently and the fourth section states they must reflect on their learning. In theory, all of the specific expectations should be taught and “accounted for;” however, it may be unrealistic to teach all of the specific expectations thoroughly in practice and greater emphasis may be placed upon certain specific expectations over others. This could potentially result in a class that “understands poetry” through the Prichard methodology and results in an “excrement” education.
The Ontario English curriculum perpetuates its 19th century Eurocentric curriculum through its value of the written tradition over the oral tradition. The written strand in the Ontario English curriculum has four expectations in comparison to the oral strand which has three overall expectations. In regards to the specific expectations, the oral strand has 18 specific expectations whereas the written strand has 23 specific expectations. When examining how one communicates to others, it is generally through either reading or writing. When taking a closer look at the expectations surrounding these two categories, the bias placed on writing becomes apparent. The oral communication simply asks one to be able to speak to communicate whereas the written form of communication requires one to organize their thoughts, as well as know and apply written conventions. Despite the fact that oral communication would be greatly enhanced by being able to organize one’s thoughts, and knowing and applying oral conventions, this is not included in the oral expectations. Thus, not only is there a greater number of written expectations, but there is a greater specificity to them too. The importance of the oral tradition cannot be understated. This is keenly recognized in the creation of the “Dead Poets Society.” The club's focus was to read, write and, most importantly, to “suck the marrow out of life” by experiencing poetry. The group clearly places great emphasis on the spoken word believing that poetry could only really be experienced through an oratory performance. Throughout the movie, it is made clear that the administration, which represents traditionalism, disapproves of the club when it was founded by Keating and again in its re-emergence under Neil Perry. It values the written word, and sees less value in the spoken word, much like the Ontario English curriculum.
In conclusion, the Ontario English curriculum is more in line with traditional 19th century Eurocentric education, which encourages understanding and values the written tradition. Welton Academy parallels the Ontario English curriculum with Mr. Nolan representing the overall expectations and the specific expectations reflected by Mr. Keating. The hope is that, much like the movie, the specific expectations will be the vessel that teaches our children through grim and daring.
Works Cited:
Dead Poets Society. Directed by Peter Weir, Touchstone Pictures, 1989
English: The Ontario Curriculum, Grades 11 and 12, 2000, Ministry of Education, 2000.
Gray, Peter. “A Brief History of Education.” Psychology Today, 20 Aug. 2008, https://www.psychologytoday.com/ca/blog/freedom-learn/200808/brief-history-education.
