The sun. [volume] (New York [N.Y.]) 1833-1916, 1915-10-24

ohio.
high school OF to-day. in its eductiona,
WORK responds to the wishes OF the peo-
pie morn than II did a score of years
go Time was. and not far in the past.
when tho high school course was pre-
pared more to meet the entrance require.
ments OF the colleges than to serve the
educational wants Of the people. The
needs OF the mani were lost sight of
in the effort to nt the few for the
stereotyped college course.
Pressure from without, too strong TO
be ignored, caused a differentiation Of
courses IN the high school. Then came
new subjects OF instruction. with the
Inevitable Offering Of elective work.
some people wanted something Of
supposed interest to them taught in the
high school they at once brought pres
sure upon teacher and school officers to
secure that end. A policy OF elimination
and revision OF studies that was wise al
tho beginning has been carried to an ex-
treme In these latter days, and II Is be.
coming questionable whether or not the
present high school work Ia OF az high
practical and cultural value Is Il was
before the tide of innovation swept In.
THE present nigh school courses are
too p~retentious. Quality OF work Is sac
MA
ohered-and they are offered on too lib
eral a scale-selection is many times
made unwisely. with the result that the
pupil goes through a patch Quilt course
OF study That has no rational beginning
or ending. Such a course really pre-.
pares for nothing definitely.
Those in charge Of the high schools
are wise In recognizing that the work
OF such schools Is not primarily to pre-
pare young people for college. They
ave gone too Tar. however, in many in
stances. In crowding the course Of study
with subjects OF some educational value
perhaps. but not OF prime Importance.
II the doubtful new suppiants the SER
vlceable old-the old that wise expert
ence has 1ustiied-the issue IL mental
weakness rather than strength.
While high school graduates Of to
day go from the schoolroom with "A
little knowledge OF more subjects thar
did their predecessors under the one
course no elective system. there Is rea-
son to believe that something Of intel.
lectual power has been lost to them in
the change. II is doubtful also whether
the Offering of any considerable number
Of electives In the high school courses
is In the interest Of \ desirable scholar
ship.
There IN an increasing number of
high school pupils and college students
who are looking for snaps and CRAWL
tate as quickly 10 the easy subjects and
10 the classes taught by asy mark in
structors as a duck takes to water.
I'm my career as a public school mar
I had indirect supervision OF the work
OF some high schools of recognized high
grade. that Is. high grade In their day.
TIL best work was lone by the pupils
who took the same four year course Of
study in which were named fewer
branches OF study with no electives
Students completing such n course knew
something when II was finished and were
well prepared to enter college or the
business world. as they might elect.
~ would not favor such a high school
course now. II was one extreme and
we are fast approaching the other. The
high school. one OF the peoples col
leges. has not for its sole function or
even it's most important one tine prep
aration of boys and girls more thor
oughly for a college education The
college Is the Mohammed that must go
TO the mountain. II there IL any lack
Of proper adjustment between the work
Of the secondary chools and that or
the college. and undoubtedly there is
such. the colleges must change their
entrance requirements 20 meet condi-
tlOnS WHICH HdNt IOIIl' llllo ilS tsi''
organization and which are not wholly
| within the control OF teacher and school
officers.
'"rhe same public sentiment that has
| brought changes into tho work OF the
high schools Is bringing college people
to see that the old time college cur
| riculum is fast becoming a Trims OF
| the past. In the work Of making the
college course more flexible. and thus
bringing II into more intimate rela-
| tionship with that Of the high school.
the State universities have taken the
lead. The folly Of having a state
supported system Of education with dis
jointed parts was recognized by school
and college men some years ago. In
Ohio not more han a score OF years
ago a leading topic OF discussion at
educational meetings was How best
to articulate the work Of the high school
with that of the college, The public
school men left the field OF discussion
and went back "a their schools and
constituents with fixed purposes so To
order the makeup or the h'gh scnooi
course as To meet the demands or the
people. the ones upon whom the burden
OF financial support OF the schools
rested. Then the college men charged
the wording Of the topic 80 that in
| their gatherings they could consider
How best to articulate the work OF
the college with that Of the high school
Then came desirable results. There
are few Institutions of higher learning
which now refuse to give fun entrance
credit to any high school work that
has covered a -four year period and mas
rounded out at least fifteen units OF SEC
ondary credit.
THE high school and the college are
NOW working together more
ously and also with better results tnan
ever before. This desirable condition
OF affairs has been brought about, In
some cases, by legislation that has re-
ouired the State supported institutions
| OF higher learning to accept without con-
ditions the work Of such frst grade
| secondary schools as maintained four
year courses of study. such Legislation
| exists In Ohio to-day. AZ a result any
| graduate from a first grade high school
| chat has recognition, as such, by the
State Department Of can
enter the freshman class of any state
supported college or normal school with.
| out conditions. It has been ound SOUND
in theory and easy to practice 10 bridge
the chasm that once separated the MI
school and he college.
I'm conclusion. q sentences or cwo
may serve to summarize my views ON
the question you ask. There 10 Dothtn&
radically wrong with nigh Schools
They are Just about what the people