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  WEB VP OUTPUT FOR FILE: World Roots of American Educat

Recategorized words: None

Note: In the output text, punctuation (but not sentence capitalization) is eliminated; figures (1, 20, etc) are replaced by the word number; contractions are replaced by constituent words; type-token ration is calculated using constituents; and in the 1k sub-analysis content + function words may sum to less than total (depending on user treatment of proper nouns, and program decision to class numbers as 1k although not contained in 1k list).

   Families Types Tokens Percent
  First 500: ... ... (264) (64.39%)
K1 Words (1 to 1000): 110 133 294 71.71%
  Function: ... ... (163) (39.76%)
  Content: ... ... (131) (31.95%)
K2 Words (1001 to 2000): 22 24 29 7.07%
AWL Words (academic): 23 29 38 9.27%
Off-List Words: ? 43 49 11.95%
  155+? 229 410 100%
Words in text (tokens): 410
Different words (types): 229
Type-token ratio: 0.56
(Tokens per type: 1.79)
Onlist Tokens: 361
Onlist Types: 186
Onlist Type-Token: 0.52
Onlist Families: 155
Onlist Family/token: 0.43
Onlist Family/type: 0.83
Output text: World Roots of American Education Education in Preliterate Societies Our narrative begins in preliterate times before the invention of reading and writing when our ancestors transmitted their culture orally from one generation to the next We can find the origins of informal learning in families and appreciate why it remains so powerful even today Although we live in a time when information is electronically stored and retrieved in computers an examination of preliterate education can help us understand why schools often tend to resist change as they train the young in essential survival skills Preliterate people faced the almost overwhelming problems of surviving in an environment that pitted them against the drought and floods wild animals and attacks from hostile groups By trial and error they developed survival skills that over time became cultural patterns For culture to continue it had to be transmitted deliberately from the group adults to its children a process called acculturation As children learned the group language skills and values they inherited and perpetuated their culture Over time the group developed survival skills that were inculcated as moral codes in the young Marking the passage from childhood to adulthood rituals used dancing music and dramatic acting to create a powerful supernatural meaning and evoke a moral response Thus children learned the group prescriptions things they should do as well as its proscriptions or taboos behaviors that were forbidden Lacking writing to record their past preliterate societies relied on oral tradition storytelling to transmit their cultural heritage Elders or priests often gifted storytellers sang or recited narratives of the group past Combining myths and legends the oral tradition informed the young about the group heroes victories and defeats The songs and stories helped young people to learn the group spoken language and develop more abstract thinking about space and time Today storytelling remains an entertaining but important way for children to learn about their past and themselves As toolmakers humans made and used spears axes and other tools the earliest examples of human made technology Similarly as language users they created used and manipulated symbols When these symbols came to be expressed in signs pictographs and letters creating a written language humans made the great cultural leap to literacy and then to schooling A global frame of reference helps to understand the worldwide movement to develop schools in literate societies For that reason our historical survey begins with the ancient empires of China India and Egypt
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