The question of what children learn and how they should learn it is continually being debated and redebated. Nobody dares any longer to defend the old system, the learning of lessons parrot-fashion and the grammar with-a-whip system, which was good enough for our grandparents. The theorists of modem psychology have stepped in to argue that we must understand the needs of children. Children are not just small adults; they are children who must be respected as such.
Well, you may say, this is as it should be, and a good idea. But think further. What happens "Education" becomes the responsibility not of teachers, but of psychologists. What happens then Teachers worry too much about the psychological implications of their lessons, and forget about the subjects themselves. If a child dislikes a lesson, the teacher feels that it is his fault, not the child’s. So teachers worry whether history is "relevant" to modem young children. And do they dare to r
A. children were made to learn passively
B. children were spoiled
C. children were treated as grown-ups
D. too much grammar was taught to children
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