OCR Text |
Show Know Your Schools .... What Should Out Schools Accomplish? By Supt. Rowan C. Stutz NOTE: This is the first of six questions to be considered by the Utah Conference on Education, October 12 and to be included on the agenda of the President's White House Conference on Education in November. , In my opinion, the most important import-ant question of the six included on the White House Conference agenda is this question, "What should our schools accomplish." The questions concerning finance, buildings, organization, etc. are all secondary to the question which answers the very purposes for which the schools are organized, financed, staffed and operated. Schools exist to provide know-1 ledge, skills, and ideals which other oth-er agencies do not provide or cannot can-not provide so well. Needs basic to American life must be met by developing in students the ability to communicate, to attack and solve problems, to adjust to the 'complexities of modern living, and to use the fundamental learning and vocational skills. Over the years, the aims and accomplishments accomplish-ments of schools have been altered al-tered as society itself has changed. These changes involve decision as. to what is basic and central to teaching in our schools. They also involve judgments of what changes may be appropriate in the light of developing social, economic and scientific trends. Ultimately, they call for the answers to the question, ques-tion, "What should our schools accomplish?" In 1920, 72 of the students in Utah High Schools enrolled in English Eng-lish courses as compared with 88 in 1949. In 1900, 45 were enrolled in Algebra while in 1949 only 28 of the high school students stu-dents were taking algebra. Enrolled Enroll-ed in 1900 were 21 in Latin and 8 in French, but in 1949 this had dropped to 1.6 in Latin and 1. in French. Some of the other courses on the high school curriculum curric-ulum show just as startling changes. For example: Home economics eco-nomics shows an enrollment in 1900 of 8.1 and in 1949 of 32; physical education, 1900, 0, 1949, 85; music 1900, 0, 1949, 56; art 1900, 0, 1949, 24; history 1900, 51, 1949, 20. These figures give emphasis to the fact that the role of the "schools is a changing one. Many people question the effectiveness effec-tiveness of modern methods of education ed-ucation in teaching the fundamentals. fundamen-tals. While it is very difficult to make comparable tests of today's .schools with those of a generation genera-tion or so ago, most tests tend to show that today's students are do-(Continued do-(Continued on Back Page) KNOW YOUR SCHOOLS .... (Continued from page one) ing better. The June, 1954 issue of "Changing Times," the Kip-linger Kip-linger magazine, in the article, "The Truth About Our Public Schools," stated: "The truth is that your youngster, unless he's the victim of some unfortunate exception, ex-ception, probably is getting a better bet-ter education today than he ever could have had in the public school before. That means in both grade and high school. Modern schools and modern methods are, by and large, turning out a superior super-ior product despite enormously increased in-creased enrollments." Much information is being gathered gath-ered to assist the participants in the education conferences to work out solutions to our s.chool problems. prob-lems. Those who consider the question "What should the schools accomplish?" will need to discuss such questions as. 1. To what extent are the schools developing in each student stu-dent an understanding of, and an abiding faith in our republican form of government, including the responsibilities of the majority and the constitutional rights of the minorities? Are students developing develop-ing an understanding of and an abiding faith in democratic governments gov-ernments of other countries, providing pro-viding these governments respect the rights of an individual to hi,s life, liberty and property? 2. To what extent are the schools preparing students to approach ap-proach and solve problems logically? logical-ly? 3. To what extent are the schools developing in each student effective command of the basic learning skills such as reading, writing, .speaking, listening, solving sol-ving arithmetical problems, etc. 4. Are the schools giving adequate ade-quate attention to the physical and mental health of pupils? (related areas might include nutrition, health examinations, sex education, educa-tion, emotional adjustment, learning learn-ing "climate.") 5. In the broad field of socioeconomics socio-economics are children being taught the uniqueness of the American system which recognizes recogniz-es human dignity, the rights of the individual, and freedom of opportunity? op-portunity? 6. To what extent are the schools providing an opportunity for all students to discover and develop their own unique creative abilities in the fields of art, music, literature, and to experiment in these same fields? 7. To wate extent is it the responsibility of the tax-paying public to provide training in the vocational skills? 8. To what extent are students being taught and to what extent should they be taught thrift, frugality, fru-gality, and proper standards of ethical conduct? 9. To what extent are the schools developing and to what extent should they develop in the students an appreciation of life and gratitude for the many opportunities op-portunities of life? 10. To what extent are the school's meeting the special needs of the exceptionally able, the handicapped, or other exceptional children? |