Secondary (high) school

(From 12 to 15-18 years of age)

Americans take great pride in their schools, and want their children to have the best possible education. Only one per cent of the population cannot read or write, compared to 20 per cent a century ago. There are more than 57 million students enrolled in schools and universities. New methods of instruc­tion that encourage children to develop their creative abilities are being devised and tested in schools. Today there is a strong emphasis on science, mathematics and foreign lan­guages, and an effort is being made to broaden the students' knowledge of other peoples and cultures. Television and mo­tion pictures arc widely used in teaching. More effort is being made to guide young people into careers suited to their talents and abilities.

There are two kinds of secondary or high schools in the USA: Junior High schools are for children from 12 to 15 years of age; Senior High schools are for students from 15 to 18 years of age. In all secondary schools the schoolchildren are called 'students'.

Many American schoolchildren finish only Junior High schools because they must begin working to help their fam­ilies. The certificate of the Junior High school does not allow them to enter college or University.

In American High schools there are two kinds of school subjects: subjects which are compulsory for all students, that is all students must learn them. These subjects are English, physical education, social science. But there are also elective subjects. These are the subjects which some students learn and others do not learn if they don't like them or think that they do not need them. Among elective subjects are mathematics, physics, chemistry, foreign languages, history and many others. Boys and girls in the same class usually learn different sub­jects. American children finish school without any examina­tions.

Notes

elementary — початковий

crackers — галети

technical aids — технічні засоби

nature-study — природознавство

Junior High school — неповна средня школа

Senior High school — повна средня школа

certificate — свідоцтво

compulsory — обов’язковий

elective — вибірковий

HIGHER EDUCATION

Higher education is given in colleges, technical institutes and universities. Students must pay for their education from two to five thousand dollars a year.

The American ideal of mass education for all is matched by an awareness that America also needs highly trained spe­cialists. In higher education, therefore, and especially at the graduate schools (those following the first four years of col­lege), the U.S. has an extremely competitive and highly selec­tive system. This advanced university system has become widely imitated internationally, and it is also the one most sought after by foreign students. Thirty-six per cent of the more than 340,000 foreign students in the United States in the academic year 1984/85 were enrolled in graduate programs.

While the American education system might put off select­ing students until much later than do other systems., it does nonetheless select. And it becomes increasingly selective the higher the level. Moreover, because each university generally sets its own admission standards, the best universities are also the most difficult to get into.

Some universities are very selective even at the under­graduate or beginning levels. In 1984, for example, some 15,600 individuals sought admission to Stanford University, a private university in southern California. Because these indi­viduals must pay a fee to even apply for admission, these were "serious" applications. Of that number, only 2,500 (about 16 per cent) were admitted for the first year of study. It is in­teresting to note that 70 per cent of those who were accepted had attended public — not private — schools. Many state-sup­ported universities also have fairly rigid admission require­ments. The University of California at Berkeley, for example, admitted about 65 per cent of all qualified applicants in 1984, For Harvard, the figure is 17 per cent (1984), Admission to law or medical schools and other graduate programs has al­ways been highly selective. It is true, as often stated, that chil­dren who wish someday to go to one of the better universities start working for this goal in elementary school.

Needless to say, those children who have attended better schools, or who come from families with better educated par­ents, often have an advantage over those who don't. This re­mains a problem in the U.S., where equality of opportunity is a central cultural goal. Not surprisingly, the members of racial minorities are the most deprived in this respect. Yet, it is still a fact today, as the ВВС commentator Alistair Cooke pointed out, that "a black boy has a better chance of going to college here than practically any boy in Western Europe."

In 1985, for instance, 19.4 per cent of all Americans 25 years and older had completed four years of college or more. However, the figure for blacks was 11.1 per cent and for Hispanics 8.5 per cent. Compared with the figures from , 1970, when the national average was only 10.7 per cent (with 11.3 per cent for whites, 4.4 per cent for blacks, and 7.6 per cent for students of Spanish origin), this does reveal a consid­erable improvement within just 14 years. Yet, the educational level is still relatively lower for some groups, including women. While 23.1 per cent of male Americans had four years of college or more in 1985, only 16 per cent of women had. The number of students who fail to complete high school, too, is much larger among minority groups. The national aver­age of all 18 to 24-year-olds who did not graduate from high school was 22.1 per cent in 1985. For white students it was 20.9 per cent, for blacks 28.7 per cent, and for Hispanics the figure was as much as 45.8 per cent. Many different programs aimed at improving educational opportunities among minority groups exist at all levels — local, state, and federal. They have met with some, even if moderate, success.

YOUTH

Young people in the United States have a wide variety of interests apart from their school work. As children, both boys and girls play many of the same games. They swim, play baseball and basket-ball, go boating and camping, and have fun in many kinds of sports and outdoor activities.

Numerous youth organizations give young people a chance to develop and broaden their interests, and to gain experience in working with others. Among these groups are the Boy Scouts, which serves more than four million boys, the Girl Scouts, with nearly three million girls, and the Boys' Clubs of America, with over one million participants. These and other groups are guided by adults who volunteer their services. Civic, cultural and religious groups also sponsor special pro­grams for young people.

In farm areas, boys and girls learn to work together in ag­riculture, homemaking and citizenship activities. In these clubs youths compete for prizes in raising farm animals and growing crops.

Secondary schools offer students a wide variety of activities to develop talents and skills. There are clubs for photography, music, theatre, art, stamp collecting, natural science and debat­ing. Often schools have orchestras, bands and singing groups as well as a variety of competitive sports for both boys and girls.

Most schools and colleges have some form of student gov­ernment with elections to choose class representatives. These elected officers speak for their fellow students at student coun­cil meetings with teachers and school officials. They also or­ganize social activities and take part in such community pro­jects as raising money for public welfare.

Many young people hold part-time jobs after school hours. Thousands earn money delivering newspapers or helping care for infants and young children in private homes. Later, when' they go to college, many youths continue to work part-time at a variety of jobs to help pay their expenses.

For several weeks during the summer vacation, about five million school-age children go to camps where they get plenty of recreational activity and learn various skills. There are more than 10,000 camps operated by private citizens and organiza­tions. College students often work as counselors at these camps.

THE TERRIBLE MISS DOVE

(After F. G. Patton)

Miss Dove was a teacher of geography at a school in a small town in America. She was very strict, and the pupils were afraid of her. If a pupil put a pencil or some paper in his mouth, Miss Dove told him to go out and wash his mouth with soap and water. If a page in his copy-book was dirty, he had to copy it again. If a pupil wanted to drink some water during the lesson, he had to ask Miss Dove about it, but usually he was afraid to do it. Miss Dove looked at him and the class looked at him too, and the pupil did not go to drink.

At 1 o'clock the school bell rang for the lunch break, but in the geography-room forty-three children sat at their desks and did not look up.

"Attention, please," said Miss Dove and all the pupils looked at her. "Put your books in your desks." And the chil­dren quickly put their books in their desks. "Now you may leave the classroom." And the pupils went out of the room.

After the break Miss Dove stood at the door and watched another class come into the geography-room. They came in quickly, greeted her and went to their places. Miss Dove looked at her pupils, but she thought of the other children whom she taught in this room many years ago. She remem­bered two boys well. They went out of the classroom one day to drink some water. One of the boys. Tommy Baker, said, "I am not afraid of Miss Dove, I could beat her with my little finger." When he looked up, he saw Miss Dove near him. She looked at him for a long time, then she said, "Thomas Baker, you talk too much, don't you?" "Yes, Miss Dove," Thomas answered. He did not drink any water, but went back into the classroom.

Miss Dove went into her geography-room and began her lesson. In this class she had a boy. Randy Baker. He was the brother of that boy, Tommy Baker, whom she remembered so well. During the war Thomas Baker was a sailor on a ship. The enemies bombed the ship and killed many people. For many days Thomas was on a raft with no food and very little water.

"Open your copy-books, class," said Miss Dove, but at that moment Randy Baker raised his hand. All the pupils looked at him.

"Yes, Randolph?" said Miss Dove. Randolph Baker stood up. Miss Dove's pupils always stood up when they spoke to her.

"I got a letter from Tommy yesterday," he said.

"Yes, Randolph," said Miss Dove, "you got a letter from your brother yesterday, that was nice."

"Yes, Miss Dove," said Randy. He stopped, then began to speak, "Tommy got a medal for bravery. And he writes about it in his letter."

"Have you brought the letter?" asked Miss Dove. "If so, you may read that part to the class."

Randy took the letter out of the pocket and began to read it: "You want to know if I was afraid when the enemies bombed us. The answer is yes, I was. But I was more afraid that day in school when Miss Dove heard me say that I could beat her with my little finger. I did not run that time, I told myself, and I shall not run now. And then, when I was on my rail like Robinson Crusoe, what do you think I thought about? I thought about Miss Dove and our school, and I ask you, give the terrible Miss Dove a kiss for me."

This was the end of Tommy Baker's letter. Miss Dove came up to Randy and stood near him.

"Well, Randolph," said Miss Dove, "I am ready." Randy stood with the letter in his hand, then he walked up to Miss Dove and put his lips to her cheek.

"Thank you, Randolph," said Miss Dove. "Tell your brother when you write to him that I remember him very well." She looked at the class and the class also looked at their teacher, but nobody said anything. Then one of the girls spoke. She said, "This is like a medal. Randy's brother has given Miss Dove a medal."

Notes

terrible — жахливий

strict — строгий

to raise — поднимать

bravery ["breivn] — храбрость

to give a kiss — поцеловать

AT A SCHOOL ASSEMBLY

(After Jesse Stuarf)

George Gallion is the new principal of Kensington High School. He has taken over a school which is known in the district for its very bad discipline. In his speech to the pupils and teachers, which he made on the first school day, the prin­cipal of the school told of some reforms which he wanted to introduce.

He went after the students and teachers to the Assembly Hall and walked onto the stage, from which his voice could be heard better. They didn't have a loud-speaker. They had had one which a class in the school had bought themselves but it was broken.

"Pupils and teachers of Kensington High School," he began in a loud voice that could be heard to the far comers of the Assembly Hall, "William Shakespeare, whom you will read in your classes, made a great mistake when he spoke of the schoolboy as a creature 'creeping like a snail unwilling to school'. What he said then, about three hundred years ago, was true of the schoolboys of his day in England. But it isn't true of the schoolboy, or schoolgirl of the American schools. I saw you come to school in buses, in cars, and some of you walking. And you all came looking happy to be at school again."

Almost all the pupils were looking at the principal, listen­ing. "Mr. Riddle, are you out there?" he asked. "Right here, Mr. Gallion."

"To my left there are two boys who are very busy looking | at some coins," the principal said. "Since they do not want to I listen and are more interested in their coins, will you please | take these young men to my office. I will see them later." Then he continued, "This morning we are here, pupils and teachers, and I want to tell you a few things, ask you a few' I questions, and introduce you to your teachers." Then the principal asked the teachers to stand up as he I read their names.

"Now, the last one to be introduced is Mr. Riddle," said the principal. "Here he is standing before you, and you know him better than I do!"

Gus Riddle knew about everyone already. He had taught these pupils or had taught their brothers and sisters or visited their farms during the summer-months.

"Hurrah for Old Gus," someone shouted, the pupils ap­plauded, whistled. The principal held his hands up to stop them. "I want also to tell you," he said, "that as we have not enough teachers, we have had to get help from you, so we could open this school today. We have selected twelve student teachers, who will teach first- and second-year students. These are our unpaid teachers, who are going to help you, to help us, this school, the country. I want them to stand up."

The pupils applauded and whispered to each other when the twelve student teachers stood up.

"I heard somebody, when I introduced Mr. Riddle, shout, 'Old Gus'. That was very bad, you will not call any teachers by their first name. You will address them as Mr. Riddle, Miss Waters, Mrs. Walingford, and as for your student teachers, you will address them as Miss or Mister in the classroom as long as they teach you!"

"Now this is your school and we all want it to be clean and in good order. There will be many jobs to do but only good pupils will do them, bad and lazy pupils will have much work to do in the class-rooms, they will not have time for other things. You know, pupils' work is honourable. You will never be given any job as punishment."

"Now something more," added the principal, "and listen carefully to this. I'm not going to write rules and put them up on the bulletin board. You are not little children, many of you are young men and women, and the others will soon be. There will be no more chewing-gum or smoking in this school. And this applies also to teachers. Teachers will not be permitted to smoke or to chew gum either. The school is a clean place and we must keep it so." He looked at the small sea of faces look­ing up at him and added, "And now we will all go to our classrooms and begin our lessons. Good luck to you all."

Notes

principal — директор школи

has taken over — прийняв

as a creature creeping like a snail unwilling — як істота, яка ліниво повзе, подібно до равлика

to applaud — аплодувати

bulletin board — дошка для оголошень

chewing-gum — жувальна гумка

to apply — відноситись

ADULT CLASSES

Schools and colleges in most communities offer residents an opportunity to study in evening and Saturday classes. They offer courses in a large variety of subjects. The fees are usually low and some classes are free. Most courses run for eight to twelve weeks.

People who are interested in academic courses can choose various classes in math, science, languages, history and psy­chology. Those who arc interested in job skills can study busi­ness and clerical courses, or they can get technical instruction in subjects such as auto mechanics, carpentry, or plumbing. Leisure-time courses such as crafts, music, dance, photography, and sports are also offered.

Schools usually mail brochures of all courses to every home in the community. After you have chosen the course you are interested in taking, you can register in person or some­times by mail.