Reflection 20

Reflection 20
“The acceptance of the public high school in the mid-nineteenth century affirmed democracy.” By the mid-nineteenth century high school in the U.S. was diverse and included a few top school schools which were opened to a limited number of many students. The high schools did not live up to their expectations and they were established in addition to the grammar schools. During the time of the Great Depression many individuals were out of jobs and there was a demand to educate everyone as many Americans believed that all students should graduate.
To deal with a large population that was diverse in nature there was need to make the curriculum more diverse. The Europeans at that time had vocational secondary schools and academic secondary schools as separate institutions. They classified students at a very young age in comparison to Americans who were in favor of comprehensive high schools. These schools were democratic in nature for students attended the same schools and they were followed different programs which fitted their potential and academic ability. Students who wanted to attend college were taught academic subjects to adequately prepare them for the next level. The vocational courses that were taught to the lower classes were academically weaker and included subjects that were commercial in nature. Some of the subjects taught were shorthand, typing, home economics, automobile repair, leather craft, and carpentry.
The high schools faced a lot of criticism and many educators believed that it was inadequate and was not very good. It was argued that a high percentage of high school students were not well prepared for college. It was debated that the foundation was not laid by the Cardinals. Many believed that that the high schools were not geared to meet the needs of students of socioeconomic, racial, and diverse ethnic backgrounds. Many students attended free high schools in the nineteenth century. In some instances there were more students attending high schools in some American towns than in Europe. As time went by attending high school became compulsory. High schools in the United States varied extensively to the demands of the rapidly changing society and political climates. By the nineteenth century it was much easier to obtain textbooks and there were standardized secondary entrance examinations. Education then was inexpensive and the cheapest labor was sought to teach the nation’s children. During that era many educated women were able to get jobs in the primary divisions and more high schools were built; and the high school movement became part of the common school. Entrance examinations were used in the mid-nineteenth century to screen individuals to set up a meritocracy. Students’ grades were indicators for graduation. Again prejudice played a part for the chances of working class students attending high schools were slim, but those who made it were just as successful as the elite students. Despite this, however, they were equally rewarded after graduation. The U. S. schools were not entirely democratic in nature for many biases were spotted in the system. It was clear that class was a predictor of success.