Excerpt from High School Courses of Study: A Constructive Study Applied to New York City
Our public and private high schools are attended by upwards of a million and a half of adolescent boys and girls. Some of these pupils complete the secondary school courses of study, and a few of them go on to colleges or professional schools. Many of them leave school each year, either unable or unwilling to complete the secondary school course. In any case, the period covered by secondary education is most important. It is the period during which the boys and girls are emerging from childhood into manhood and womanhood; the period during which they must learn to put away childish interests and duties and learn to appreciate the significance and value of the interests and duties of adults; the period, also, during which, because the plasticity of childhood is rapidly changing into the stability of early maturity, the influences to which they are subject in what they learn and what they do, are likely to be permanent. Moreover, secondary school pupils are a selected group, selected by the fortunate circumstances of their lives, or by their personal interests and ambitions. They are consequently destined to become directive participants in the world"s affairs. They are to be in an important sense the leaders of the "masses" in public and private life. It is not strange, therefore, that thoughtful students of education are scrutinizing secondary education as never before. Society expects much from our secondary schools, so does the individual. Are these the expectations realized? Can they be realized under the conditions now governing the schools?
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