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Saturday, January 15, 2005
Reading List: I'm the Teacher, You're the Student
- Allitt, Patrick. I'm the Teacher, You're the Student. Philadelphia: University of Pennsylvania Press, 2005. ISBN 0-8122-1887-6.
- This delightfully written and enlightening book provides a look inside a present-day university classroom. The author, a professor of history at Emory University in Atlanta, presents a diary of a one semester course in U.S. history from 1877 to the present. Descriptions of summer programs at Oxford and experiences as a student of Spanish in Salamanca Spain (the description of the difficulty of learning a foreign language as an adult [pp. 65-69] is as good as any I've read) provide additional insight into the life of a professor. I wish I'd had a teacher explain the craft of expository writing as elegantly as Allitt in his "standard speech" (p. 82). The sorry state of undergraduate prose is sketched in stark detail, with amusing howlers like, "Many did not survive the harsh journey west, but still they trekked on." Although an introductory class, students were a mix of all four undergraduate years; one doesn't get a sense the graduating seniors thought or wrote any more clearly than the freshmen. Along the way, Allitt provides a refresher course in the historical period covered by the class. You might enjoy answering the factual questions from the final examination on pp. 215-218 before and after reading the book and comparing your scores (answers are on p. 237--respect the honour code and don't peek!). The darker side of the educational scene is discussed candidly: plagiarism in the age of the Internet; clueless, lazy, and deceitful students; and the endless spiral of grade inflation. What grade would you give to students who, after a semester in an introductory undergraduate course, "have no aptitude for history, no appreciation for the connection between events, no sense of how a historical situation changes over time, [who] don't want to do the necessary hard work, . . . skimp on the reading, and can't write to save their lives" (p. 219)--certainly an F? Well, actually, no: "Most of them will get B- and a few really hard cases will come in with Cs". And, refuting the notion that high mean grade point averages at elite schools simply reflect the quality of the student body and their work, about a quarter of Allitt's class are these intellectual bottom feeders he so vividly evokes.
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