The problem is that the text appears to be pre-war...from the era before the reform in kana usage.
The large つ in まつたく is now a small っ
The へ in 思へない is now え
The ふ in といふ is now う
It isn't that hard to read once you get the hang of it. You just need to read up on 旧仮名遣い (きゅうかなづかい)
In addition to Mike-san'sI'm extremely frustrated in translating this piece. It's not just standard Japanese, I'm guessing there's some kind of colloquialisms thrown in there, and it must be an old guy talking...やうな、きはまる、思へない etc...
If anyone could help me figure out these sentences, I'd really appreciate it.
わたしにはこれが、時間と労力のまつたくの無駄づかひのやうにしか思へない。
文学的、あまりに文学的といふことにならうか。
しかし、国語教育と文学との結(むす)びつきは、本来こんなところにあるのではない。
I don't think that this is a complete waste of time and effort.
Literary, has it been decided so it's excessively becoming literary? <<< yeah, I know it's bad
However, the connection between literature and Japanese language education is, essentially [こんなところにあるのではない]
In addition to Mike-san's
わたしにはこれが、時間と労力のまったくの無駄づかい（＝使い）のようにしか思えない。
文学的、あまりに文学的ということになろうか。
しかし、国語教育と文学との結(むす)びつきは、本来こんなところにあるのではない。
It's not とは思えない but にしか思えない, thus, the writer thinks that it's nothing but a waste of time.
～ということになる doesn't mean "to become". It's almost the same to ～だ.
I think it's literary, too literary.
こんなところにあるのではない
(The connection) is not here(= the same thing to what これ refers to, which would be mentioned previously).
It's not 小学校だけでなく中学校にまでも明文化されたのだが but 明文化されたのは. This clause is a part of the last half of the sentence, i.e., the core of it is 明文化されたのは、今回がはじめてである....I actually have one more troublesome sentence, if it's not too much of a bother.
What messes me up is the recurrence of 明文化, which translates into "stipulate"...there are no other options. I tried replacing it with "decision" at first, but decided it didn't fulfill the role like I thought it would. When I try to put it into words, I just can't get it to work.
Also, the third clause doesn't seem to connect with the second at all. Maybe I mistranslated something?
今までも指導要領に詩歌の創作は明文化されたことはあったが、小学校だけでなく中学校にまでも明文化されたのは、昭和二０年代の試案のものを除けば今回がじつははじめてである。
Even until now there was a decision for poetry composition in governmental guidelines, which specifies that it's not only elementary school but up until middle school, if you sneak a peek at the 1945 tentative plan, this time is actually the first.
Japanese is a context-driven language. The meaning changes depending on the context. What is yours?
How would I say: "There are no reasons to take the bus."
The context is pretty much that I'm complaining about the disadvantagesof taking the bus compared to riding a bicycle in a small town.
I would give you my own take on it, but I don't have the slightest idea where to begin.
(バスに乗らずに) どこへでも自転車で行くことが出来るのでバスに乗る必要がないですね。Someone else will have a better answer, but I'm practicing, so I'll take a crack at it:
バスに乗るのは必要がない。Basu ni noru no wa hitsuyou ga nai. (literally 'to take the bus there is no need')
いて is te-form of いる = to be.
Being with the dog, Hanada san became cheerful. (hearsay)