Excerpt from High School Education: Professional Treatments of the Administrative, Supervisory, and Specifically Pedagogical Function of Secondary Education, With Special Reference to American Conditions
The American high school is our most interesting educational institution, more democratic than the College and more selective than the elementary school. Man-hood and womanhood are visibly budding. This fullness of Life bewilders both the teachers and the students. Extravagant administrative and pedagogical wastes and misdirections cannot, however, prevent this fertile soil from producing educational fruitage. The high school as an institution enjoys, despite itself, a fair measure of success. With a sort of blind acceptance of medi?val formul? it has stubbornly administered the same dose to all its students for a long time. Latin, Greek, and mathematics formerly killed or cured all. More recently the "mathematics and any foreign language" requirement, "the trunk of the curriculum," has constituted a modern "unacceptable minimum." More have braved this treatment, and fewer have been killed. The scientific basis for this common treatment for all has of late been called into question. Is a foreign language, or is mathematics, or is any single subject, in itself necessary for all types of persons and all varieties of purposes? The school"s process of elimination has been a rule-of-thumb ministration. It should be based upon intelligent diagnosis and should represent more varied forms of treatment.
There is no such thing as a high school pedagogy. It is time all students of secondary education should recognize that we must rather speak of high school pedagogies.
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