BROADER BASIS

Evening Post, Volume CXX, Issue 152, 24 December 1935, Page 8

BROADER BASIS

SECONDARY EDUCATION

THE AMERICAN HIGH SCHOOL

(Written for "The Post" by A.F.T.C.) At a time when secondary education in ; New Zealand is being subjected to much criticism, principally on account of its association, with a standard examination, namely, matriculation, it may be; interesting to give a few observations, made during a recent visit, on the system in the United States. The institution in America around which secondary education has grown is.the high school. Of this no less an authority than Sir Michael Sadler *ias said: "The free American High School is the most important single contribution to modern social life."

Without going quite so far it can safely be said that the high school in America plays a far more important part than do our various secondary schools and colleges in New Zealand. In fact it combines most of the functions of them all and covers a very wide field of education.

The high school differs from the New Zealand secondary school in being practically, free from centralisation and has in consequence; greater liberty" in the choice, of'curriculum it offers to "the student: As the social background to education both here and in America is constantly changing, it is. advantageous to ; have 'a system of schools which^ will be capable- of adaptation to suit the changed environment. It is\the flexibility of the American high schqoL that enables it to keep so closely in1 touch with the needs' of the community.: The course of studies is openio'iregujar revision in the interests of ;the -student. As the minimum school-leaving age is 16 —in some Stateseveh- as high as 18 it is possible to commence with a wide general course and,: as 'special aptitudes become manifest, to specialise in the particular line indicated by those aptitudes. These high schools are usually equipped for an extensive class of studies and, separate technical schools are not found.' necessary.7 This does away with any invidious distinction between the engineer, the artisan, and the cuff T and-collar worker. ; ';V;:; : No:; .. :■■ '■• There is no "matric." thei United States nor anything pf the kind. Entrance to the. universities is ' based primarily on a system of. "credits" or "couhts," a credit j)t count being so many hours' work per week in a given subject; throughout the high school year, reinforced by class "tests." Few universities impose1 limitations upon the subjects taken, cooking, dressmaking; and home 'science, for instance, being among those' allowed for girls. A minimum attendance of four years at a high school is the condition of the granting of a university entrance certificate.., The student's , secondary education is certainly not determined as,it is here by the narrow, bounds of an examination^ set by; a'university, which the student does not propose to attend. Much more scope is given the individual, both teacher and student, in the planning of courses. It is thus possible to experiment and adjust; and adapt so that education is ■ kept alive, and progressive 'instead of stagnating in routine as bad for the teacher as it is for the pupil. .'.-,■• .^ Where in the earlier! stages, of secondary education the American-prac-tice differs from ours is/the emphasis the Americans place on the cultural value of history, science, and sociology as compared with our devotion to the study of. foreign languages.'Science is not one particular science, such as chemistry, electricity, or mechanics, asL in New Zealand, but general scientific principles as. applied to a knowledge of the physical world. History is not the. study of a particular period. set for a single examination,, but.the story of America and a broad outline of the story of the world. Where they interlock history and geography are taken together: Elementary hygiene, the structure of the human body, first aid, and the. care of; the eyes'and teeth are compulsory studies in some schools at this stage. Later come the study of citizenship\and organisation and simple economics. Far more time is spent in manual training, drawing, and the industrial arts: than in New Zealand. Foreign languages are seldom attempted until later; and then only when a student has shown linguistic ability. Higher mathematics also come later.- ■' .■- .'-. ;, ■■. :: . -..--■.: