what ever happened to...

...memorizing great poetry? Michael Knox Beran calls on educators to revive the tradition of committing whole poems, speeches, and essays to memory. The benefits, he claims, go beyond mere "cultural literacy":

...From The Cat in the Hat on up, verse teaches children something about the patterns and relationships that bind together the words of which it is composed. Poetry sets up an abstract system of order and harmony; the rhythm and the rhyme scheme are logical structures that a child can comprehend even before he understands the words themselves, just as he can grasp the rhythmic and harmonic relations of a piece of music.

What the child discovers, in other words, is not only aesthetically pleasing, but important to cognitive development. Classic verse teaches children an enormous amount about order, measure, proportion, correspondence, balance, symmetry, agreement, temporal relation (tense), and contingent possibility (mood). Mastering these concepts involves the most fundamental kind of learning, for these are the basic categories of thought and the framework in which we organize sensory experience. Kids need to become familiar with them not only through exercises in recitation and memorization, but also, as they proceed to the later grades, by construing, analyzing, and diagramming particular verses.... And of course memorization is a kind of exercise that strengthens the powers of the mind, just as physical exercise strengthens those of the body.

No less important, memorizing poetry turns on kids’ language capability. It not only teaches them to articulate English words; it heightens their feel for the intricacies and complexities of the English language—an indispensable attainment if they are to go on to speak, write, and read English with ease....

Kids who haven’t been exposed to the King’s English in primary school or at home will have a hard time, if they get to college, with works like Pride and Prejudice and Moby Dick. In too many cases, they will give up entirely, unable to enter the community of literate citizens--and as a result will live in a world of constricted opportunity.

Beran goes on to berate "constructivists" for their rejection of classic learning techniques, and here's where I say a hearty "amen, and pass the margarine." Certainly, teachers need to foster "active" learning--not just passive acceptance of time-honored screeds--but memorization is a form of sinking-to-swim, being tossed into literacy. Constructivists tip the balance too far in favor of anarchic learning, where the desires of the child form the philosophical center, conflating wants with needs, and forgetting that any form of progress requires an attainable goal--an objective, not subjective, position. While ostensibly in the pursuit of self-empowerment, pure constructivism is self-constricting folly.

So, "let's to't pell mell, if not to heaven, then hand in hand to hell."