It is hard to deny that Americas schools have degenerated into a system for coddling and entertaining the mediocre . The facts of the school crisis are all out in plain sight and rather dreadful to look at. Most students avoid the tough, basis courses. Only 12 1/2 percent are taking any advanced mathematics; only 25 percent are studying physics. A modern foreign language is studied by fewer than 15 percent. Ten million Russians are studying English, but only 8000 Americans are studying Russian.
The diploma has been devaluated to the point of meaninglessness. Bernard Leibson, principal of a New York City junior high school, recently admitted that while signing diplomas he suffers great pangs of pedagogical conscience. Although Johnny cannot read above the fifth-grade level and Mary has barely mastered fourth-grade arithmetic, we perpetuate(使永存) the fiction that they have completed the course of study with a satisfactory record.
Almost every conceivable reason has been offered for this state of affairs. Marion B. Folsom, Secretary of Health, Education and Welfare, blames the curriculum, demands fewer so-called popular or easy courses. Admiral Hyman Rickover, father of the atomic submarine, concurs.
One group says the students are lazy. Surveys by anthropologist Margaret Mead and by a group of Purdue scientists have shown that most youngsters avoid taking science subjects because they do not think a scientific career is worth all the effort.
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