To everyone reading this thread, Rob is referring to:
https://laracasts.simplecast.fm/12
Hey, @Rob_vH - thanks so much for chiming in with your thoughts.
This is not intended to teach good prose, just as reading The Great Gatsby is not meant to teach students a writing voice.
Then what purpose does it serve at that age (16ish)? Rather than assigning relevant books, kids are forced to read the classics. What if I included a variety of service-oriented architecture content in a "PHP for Beginners" course on this site? It serves no purpose. Worse, it might just push the student away from programming (or writing, in this example) entirely.
As a kid, years ago, I could never understand the justification behind assigning such old books. Sure, we must pass on our culture, but - as you said - there's a time and place for that. Sixteen is typically not it for most of us. Or, in other words, why is Harry Potter not worthy of a fifteen year old, in the eyes of most schools? Back then, I remember thinking to myself, "Well there must be a good reason..." There's not. I'd even go as far to say that it demonstrates a fundamental misunderstanding of how people learn. Step one is to get them excited. You don't accomplish that goal with Shakespeare.
Education and training are not at all the same things.
Why?
I can certainly appreciate that asking a student to reach for special verbs or adverbs is useful for their education (I mentioned that in the podcast). But the problem is that students graduate, only to learn the hard way that much of what they were taught is irrelevant. This is what happens when style is ignored, in favor of silly rules.
"Oh - I got a 'C' because I didn't indent this new paragraph, and chose to begin a sentence with "But."
My primary point was that, when you favor rules over style and personality, you pay a price. We see this in the programming world, too: extreme loyalty to concepts like abstraction and SOLID, while very little energy is given to clarity and simplicity.
Most students graduate high school, not understanding that published authors completely ignore most of what they were just taught.