This assumption has had its
foundations heavily shaken of late. The quality of response which it
elicits has come to receive precedence over the name by which a subject
happens to be classified. "France has come out boldly and recognized at
least officially the exact parity between the scientific education and
the classical education."[58] Indeed one may doubt whether this parity
will ever again be seriously questioned, because of the elevation of
scientific training and accomplishment in the great world wars as well
as in its adaptation for the direct and purposeful dealing with the
problems of modern life. Especially for the early classes in the high
school does the situation demand a relatively flexible curriculum, else
the only choice will be to drop out to escape drudgery or failure.
Inglis maintains that the selective function of the high school may
operate by a process of differentiation rather than by a wholesale
elimination.[59] The pupil surely cannot know in advance what he is
best fitted for, but the school must help him find that out, if it is
to render a very valuable service, and one at all comparable to the
success of the industrial expert in utilizing his material and in
minimizing waste. The junior high school especially aims to perform
this function that is so slighted in the senior high school. Yet
neither the organization nor the purpose of the two are so far apart as
to excuse the helplessness of the latter in this important duty.
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