IMPLICATIONS FOR THE
WE HAVE been primarily concerned, up to this point, with the basic philosophy to which the program of secondary education should be adjusted, the objectives of education appropriate to that philosophy, the principal features and trends of our society for which we are educating young people, the individual needs of youth as they are likely to experience them, for some time to come, and the question of universal secondary education.
We come now to a more direct consideration of the details of organization and programs of the schools. Of these there are so many promising alternatives that a description of them all would run into several volumes. The American Youth Commission and those interested in problems of the education of youth in the large are not vitally interested in making a detailed canvass of all of them. There may be identified, however, a number of implications of the philosophy of secondary education which, if that philosophy be sound, should characterize modern secondary education in any form of organization. For the purposes of review, these may be considered under the following groupings: (1) curriculum, (2) methods of instruction and examination, (3) organization of the schools, (4) the instructional and administrative staff, (5) extra-curricular services of the school, and (6) means of financial support.
1. Courses of study should be developed and so organized that they will provide all students with a
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Publication information: Book title: Secondary Education for Youth in Modern America. Contributors: Harl R. Douglass - Author. Publisher: American Council on Education. Place of publication: Washington, DC. Publication year: 1937. Page number: 91.
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