Evening star., 1960-11-09
By DIR. ROBERT c. LLOYD

SouC0ClOIlaI SySCcms W1ilCu pEUe
vides IL years Of public school.
ing for all students and offers
maximum opportunities in
higher education for the ablest
students, is probably an almost
perfect system.
But in reality, 1t falls far
short Of its goals. There are
some frightening. even dis.
couraging, statistics which in
dicate that the system does not
work as well as 1t should.
About half Of the top 10
per cent Of high school gradu-
ates do not 60 on 10 higher
education. : 81
About one.flfth Of the
accidentally talented students
(the upper quarter In intellect
ual capacity do not even finish
high school.
3Of those admitted to col
lege, only about so per cent
graduate.
This Is a deplorable waste Of
human talent. Not only Is the
Nation deprived Of the best
contribution Of many Of its
most capable citizens. but these
citizens. as individuals, are de-
prived the useful and meanins-
full life they deserve.
Why does the education sys-
tenn Of the richest and most
democratic Nation fall so far
short Of perfection? One of the
most obvious answers is sus-
gested by the question itself.
Decision Up to Individual
In a democracy. the ultimate
decision belongs to the indi-
vidual; he may use his creative
talents to any degree he cares
to. In . totalitarian state. Of
course, the whole education
system can be unified under
one authority. It is conceivable
that an electronic computer,
given the results Of q thorough
testing program, could churn
out schooling assignments for
students with remarkable effi-
cheney. And the decisions Of the
computer would be final.
In our admittedly cumber-
some democratic system. public
education is fragmented into
thousands Of locally controlled
school systems Of widely differ
ing quality.
Qt is a revealing statistic
that Of the 26.500 high schools
in this country. 5000 produce
81 per cent Of the college
students.)
The pupils in each Of these
locally controlled systems are
compelled by law to spend so
many years in school; to study
certain prescribed subjects, to
submit to programs of meas
urement and testing. These
minimal pressures on the stu
dent point to what Is most
lacking in the totalitarian sys-
tenn: A recognition Of individ.
ual rights and autonomy. In
our system, the right to decide
finally how he will develop his
talents resides properly. and
| irrevocably with the student.
himself.
Pressure on Students
Naturally, the degree of per-
fection attained in our system
depends largely on the stu
dents ability to make the
wisest decision. And the above
statistics indicate that too
many Of them are making
wrong decisions, often in terms
OF the basic goals of education,
society and the individual. This
Is alarming but understand
able. American high school
students are prodded to excel
by their more influential teach
ers and pressured to conform
to mediocre standards by their
peers.
They are pushed by their
parents and pulled by the 1000
college admissions directors. Or
they are neglected by both.
They have many more subjects
and courses from which to
choose than their parents ever
had. and a wider variety Of vo-
cational opportunities open to,
them. The average high school
graduate qualities for at least
200 OF the more than go, 900 dif-
ferent job titles in our modern,
complex world. And require
ments for jobs. especially the
training and education needed,
are generally greater than ever
before.
Faced with confusion and a
bewildering array of alterna-
tives. 1t is increasingly difficult
for the high school student to
make the wisest decision. But
to help him reach that goal,
modern education has produced
the guidance counselor.
Theoretically, the guidance
counselor is in the key position
to see that American youth cap
able of higher education attend
college-the right college for
them. In an ideal situation,
every sizable high school would
include a specialist, "a college
liaison counselor" who would
devote all of his time to deter
mining the interests and abilities
Of a manageable group of stu
dents. He would meet frequently