8 Year Home
  8 Year Web Project
 Introduction
I Study Launched
II Schools Choose
III Curriculum-Needs
IV-Schools-Study-Pupils
V In College?
  VI We Learned
   Lead-to-college
Roads-con't-II
Roads-con't-III
Roads-con't-IV
Roads-con't-V
Own-Experience
Experience-con't-II
Experience-con't-III
Experience-con't-VI
Experience-con't-V
Experience-con't-VI
Experience-con't-VII
 Footnotes
Appendix
 Index
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But who shall give teachers wisdom sufficient for guidance of youth? To that question there is no answer, but the teachers who have become wise through experience say that preparation for teaching should be quite different from that usually provided by colleges of Education. Preparation for teaching in the high school that is emerging should lead to understanding of young people-their urges, drives, concerns, and problems. At the same time it should develop a clear concept of the democratic ideal and insight into the
social problems that must be solved if American society and education are to approximate the ideals which our people hold.
Each teacher needs competence in his own field, of course, but he needs a broader competence. Fusion courses, broad fields, culture-epochs, career-centered courses, core curriculums-all these are designed to meet youth's needs more directly. They require teacher collaboration. This unity of teacher effort demands the breaking down of artificial barriers which have separated teacher from teacher and subject from subject. Tt also calls for the removal of the limitations which have prevented teachers from becoming truly educated persons themselves. When they work together, they learn from each other. When they consider the whole responsibility of the school, they gain insight into the implications and relationships of their fields of work. Whatever the form of curriculum organization, teachers should work together for common purposes, clearly understood and constantly kept in mind. The Thirty Schools agree, therefore, that narrow subject specialization by teachers, w1dch stands in the way of their co-operation with others and blinds them to youth's needs, should disappear from secondary education.
With the best possible preparation, the teacher will still have to learn through experience how to know, understand, and guide young people. As he works with them day after day in the classroom, his relationship with his students become, more and more, that of friendly counselor. To have that relationship, the work of the classroom must be vital to students. Therefore the content of the curriculum becomes extremely important.
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