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1、Issues Related to the Progress of Education胡金玲【Abstract】TheauthorEgglestonportrayedRalph，aschoolmastersteachinglifeinatypicalIndianacommunityinthemiddleofthe19thcenturyinthenovelTheHoosierSchool-Master.Egglestondiscussedavarietyoftopics，suchastheformatofschool，therelationshipbetweenteacherandstudent
2、s，theconnectionbetweenreligionandeducation，teacherswelfare，etc.Inthisbookreview，Isupportthepointthatthecontentofeducationandtherelationshipbetweenteacherandstudentsarerelatedtotheprogressofschooleducation.Teachersneedtopayattentiontostudentsdailylifeandteachthemmorallessons.Studentsneednotonlytolear
3、nknowledgeontextbooks，butalsomorallyeducatedandbetakencareofindailylife.Inthisway，thegoalofmakingprogressofeducationcouldbesuccessfullyachieved.【Keywords】contentofeducation；relationshipbetweenteachersandstudentsInthenovelTheHoosierSchool-Master，theauthorEdwardEgglestonportrayedRalph，aschoolmasterste
4、achinglifeinFlatCreek，atypicalIndianacommunityinthemiddleofthe19thcentury.Thenovelgainedpopularityworldwideimmediatelyafteritspublicationandevencausedthere-prosperityofspellingcontest.VarioustopicswereconveyedbyEggleston，suchastheformatofschool，therelationshipbetweenteacherandstudents，theconnectionb
5、etweenreligionandeducation，teacherswelfare，etc.Themostimpressiveissues，asfarasIamconcerned，arethecontentofeducationandtherelationshipbetweenteacherandstudents.Istronglysupporttheviewthatthecontentofeducationandtherelationshipbetweenteacherandstudentsarerelatedtotheprogressofschooleducation.Foronethi
6、ng，thecontentofeducationiscrucialtothedevelopmentofeducation.Thespellingschoolwasthemostprevailingschoolformatinthemiddleof19thcentury.Thespellingcontestwasevenregardedasaformofentertainmentatthatperiodoftime.Memorizingwordswasanimportantskillforeachstudenttomaster.However，thisformatofschoolemphasiz
7、edtoomuchthememorizingskills.EvenRalph，theschoolmaster，hadthepressurethathemaybedefeatedinthespellingcontest.Wasmemorizingskillssufficientandefficientenoughforthehigh-qualityeducation？AsEgglestondescribedthatstudentswererequiredtomemorizesomewordsofwhichtheyevendidnotknowthemeanings.Eventhoughtheyco
8、uldspellsomedifficultwords，itdoesnotmeanthattheywereeducatedsuccessfully.Itwasaneducationalbureaucracyinasense.Whatsmore，childrensintelligencecouldnotbemeasuredinthewaythathowmanywordstheycouldspell.Theschooleducationshouldnotturnstudentsintomemorizingmachines.Childhoodeducationneedsmorebesidesmemor
9、izationtraining.Inotherwords，thecurriculumshouldbedesignedtoleadstudentstodevelopvariouspracticalskills.Ontheotherhand，childrenneednotonlytolearnknowledgeontextbooks，butalsomorallyeducatedandbetookcareindailylife.TakeoneofthestudentsMirandyasanexample.ShefeltinlovewithRalph，theschoolmaster，thoughRal
10、phdidnotloveheratall.Thisindicatesthatstudentsneedmoralguidanceaswellasknowledgefromtextbooks.Payingattentiontostudentsdailyliferatherthanmerelyconcentratingonin-classteachingandactivitiesisnecessarytobecountedintothecontentofschooleducation.Althoughweshouldnotpaytoomuchattentiontomemorizingskill，it
11、ssignificanceshouldnotbeignored.Currently，thememorizingskillisstillnecessaryforstudents，especiallyforchildhoodlanguageeducation.Thebasicskillforchildrentoacquirealanguageismemorizing.Theimitationandpracticeoflanguagecannotbeefficientiflackingofmemorizationofwordsandsentences.Foranother，therelationsh
12、ipbetweenteachersandstudentsseemstobethetimelesselementofeducation，whichhasacloseconnectionwitheducationdevelopment.InTheHoosierSchool-Master，EgglestondescribedatfirsthowthestudentstreatedRalph，theirschoolmaster.Judgingfromanordinaryreadersview，thedescriptionofhowthechildrenmadefunoftheirteacherwith
13、apuppyisreallyinteresting.Obviously，themischievousbehaviorofthechildrenindicatedthattheydidnotrespecttheirteacher，ortheydidnotknowhowtorespecthim.Inthiscase，howcouldtheyfollowtheteachersinstructionsandbeeducatedbyhim？ItseemedthatRalphhadarealchallengeincontrollingthewholeclassinitially.Thatwaswhyhew
14、aswarnedrepeatedlybyMr.Meansthathewouldbedrivenoffbythestudents.Inourmodernsociety，itisacommonrulethattoshowrespecttotheteacherisoneofthemaindutiesforeverystudent.Itdoesnotnecessarilymeanthatteacheristheabsoluteauthority，butjustbecauseateacher，whotakestheresponsibilityofeducatingeverygeneration，dese
15、rvesit.Furthermore，itisthebasisforestablishingandmaintainingagoodrelationshipbetweenteachersandstudents.Inotherwords，teachersshouldhavecontroloftheclassroominordertocreateanappropriateenvironmentforlearning.Andeventually，Ralphsucceeded.Thedisrespectofthestudentsformedasharpcontrastwiththerelationshi
16、pbetweenstudentsandteachersinthecommonschoolsfrom1870-1910.Atthatperiodoftime，standardizationwasthemainthemeofschooleducation.Arigid，bureaucraticeducationalsystemwasestablishedtoservethegrowingnumberofchildrenintheurbanarea.Studentsweretaughttoobeytheirteacherscommandsandweretrainedintothepracticeofself-control.Inshort，theaimofschoolswastoproducehomogeneousgoodcitizen.However，viewingfromamodernperspective，neitherofthesetwotypesofextremerelationshipsissuitabletotheprogressofschool
