An Arithmetical Test in Three Philadelphia High Schools

1911 ◽  
Vol 3 (4) ◽  
pp. 185-188
Author(s):  
Jonathan H. Rorer
Keyword(s):  
High School ◽  
High Schools ◽  
Numerical Work ◽  
School Pupil ◽  
College Professor ◽  
The Common

It has often been stated that the modern high school pupil does not possess ordinary skill in the common arithmetical processes. He has met unfavorable criticism in this respect not only from the college professor, who reports him unable to perform correctly the easy numerical work of the laboratory, but also from the man of business who frequently claims that the high school boy who finds his way into commercial life, cannot even add, subtract, multiply and divide.

scholarly journals Til Nordmænd om en Norsk Høi-Skole, 1837. En indledning

2012 ◽  
Vol 63 (1) ◽  
pp. 64-88
Author(s):  
Henrik Yde
Keyword(s):  
High School ◽  
High Schools ◽  
French Revolution ◽  
Common Good ◽  
Mother Tongue ◽  
National Education ◽  
The Common Good ◽  
Upper Secondary ◽  
The Common ◽  
The University

Til Nordmænd om en Norsk Høi-Skole. En indledning[To the Norwegians concerning a Norwegian High School. An Introduction]By Henrik YdeTo the Norwegians concerning a Norwegian High School (1837) is the second of Grundtvig’s major writings on people’s high schools or national high schools. It is also the only one aimed at a non-Danish public. And whereas his other writings on this subject did not catch much attention in Denmark when published, To the Norwegians concerning a Norwegian High School immediately stirred up a fierce debate in Norway.In 1832—after the liberal revolutions in Paris and elsewhere—Grundtvig clearly stated that he was “no friend of parliaments” but preferred absolute monarchy. However, as parliaments did exist, Grundtvig was of the opinion that the voters as well as the members of parliaments ought to receive national education in their vernacular languages in order to gain sense and knowledge about the common good of their respective nations.When addressing the Norwegians, Grundtvig had to take into account that the Norwegian constitution from 1814 was one of the most liberal of all European constitutions. The Norwegian parliament—the Storting—actually had legislative authority and had shown itself to be strong enough to oppose the Swedish-Norwegian king. This was not the case in Denmark, where provisional advisory assemblies—praised by Grundtvig—had been established in 1831 largely to ward off demands for a constitutional monarchy. However, in To the Norwegians concerning a Norwegian High School, Grundtvig deliberately avoids a direct address to the Storting. He chooses not to talk about the need for national education for the members of the Norwegian parliament. This omission is probably due to the fact that while some of Grundtvig’s Norwegian followers were liberals, some were conservatives: thus, it was crucial for him not to be accused of taking sides in Norwegian politics. Instead, he makes a more general claim about a national education in the mother tongue where the students should learn about the common good of the nation. He hardly mentions the Storting.However, when speaking of education in the mother tongue, Grundtvig entered another area of high tension, namely that of the use of the classical language of Latin at the University of Christiania (Oslo) and in the Norwegian upper secondary schools, the ‘Latin schools’. And though Grundtvig’s conservative Norwegian friends did not share his hatred of Latin, here he did not hesitate to stress the need for a higher national education in the vernacular language.The reaction was immediate: A week before the official release of To the Norwegians concerning a Norwegian High School (on July 29th 1837) the conservative paper Den Constitutionelle (The Constitutionalist) strongly attacked Grundtvig, claiming that his idea of national education was subversive and socialist and also that it was contradictory to his former biblical fundamentalism.These arguments were immediately refuted by the liberal Morgenbladet (The Morning Daily), in which the critic totally agreed with Grundtvig to an extent not even uttered in To the Norwegians concerning a Norwegian High School itself: that a national high school using the mother tongue would be an excellent means for educating the members of the Storting, especially those who had not attended the ‘Latin school’ in their youth.One specific paper did not react in the first round of the debate: Statsborgeren (The Nationalf), a radical liberal and national paper, edited by the writer Henrik Wergeland. He and Grundtvig had very similar ideas about a number of issues including the enlightenment of the people. However, no dialogue was possible: Wergeland was a liberal applauding the ideals of The French Revolution, Grundtvig was a conservative anti-rationalist. Furthermore Wergeland still remembered that his father Nicolai had had a fierce fight with Grundtvig in the years 1811-16 over Denmark’s political and economic relationship to Norway through the centuries, as being either imperialistic (N. Wergeland’s claim) or altruistic (Grundtvig’s claim). Later, in the debate about To the Norwegians concerning a Norwegian High School, Wergeland attacked Grundtvig along with his Norwegian followers, claiming that Grundtvig was ignorant in the matter of science and a megalomaniac as a person.Thus with the exception of Morgenbladet, the premise of Grundtvig’s booklet was not well understood. Instead, it was considered to be a comment on the standing debate in Norway over the use of Latin at the university and in the upper secondary school.On the sidelines, though, some of Grundtvig’s closest followers in Norway, the wealthy Solem-family, continued to work on their own initiative and with their own money to bring about a Grundtvigian national high school. However, the conditions for this were not yet favourable, either in Norway or in Denmark, and the first Norwegian people’s high school only opened in 1864.

scholarly journals Grundtvig i finländskt perspektiv

1999 ◽  
Vol 50 (1) ◽  
pp. 121-137
Author(s):  
Gustav Björkstrand
Keyword(s):  
High School ◽  
High Schools ◽  
Common Knowledge ◽  
Further Education ◽  
Historical Background ◽  
Common People ◽  
Language And Culture ◽  
Folk High School ◽  
The Common ◽  
Folk High Schools

Grundtvig in a Finnish PerspectiveBy Gustav BjörkstrandFor several reasons it must cause surprise that Grundtvig did not show more attention to Finland. In Grundtvig’s well-known and noteworthy statements about the Nordic tradition, in which he also referred to the Scandinavian universities, one looks in vain for references to the Finnish institutes of higher education.This fact becomes so much more remarkable when it is considered that in 1835 Grundtvig was invited to become a corresponding member of the Finnish Literary Society. As far as it has been possible to establish, Grundtvig did not reply to the invitation, possibly because of an uncertain knowledge of the Finnish language, even though Grundtvig must have been familiar with the fact that the Swedish language occupied a prominent position in Finland. Likewise, it seems difficult to explain that Grundtvig did not take any great interest in the mythology of old Finland, as it is known for example from the Kalevala legend.It is common knowledge that in Grundtvig’s own lifetime, mid- 19th century Scandinavism included Finland, so that it seems indisputable that this should have reminded Grundtvig of Finland as belonging to the Nordic community.From 1868 the folk high school ideals became known in Finland. Several Finnish writers and educators voiced their enthusiasm about the Danish folk high schools and expressed the wish that the ideas should be realized in Finland, too. There was some discussion, however, whether the inclusion of old Nordic mythology was to rest on an all-Scandinavian basis, or the main stress should be laid on the specifically Finnish mythology. It is possible that uncertainty on this point may have been a contributory cause why no evidence of any interest in Finland can be found even in Grundtvig’s later years. This assumption may find support in yet another aspect of the early debate about the folk high school ideals in Finland; several of the earliest Finnish advocates of the folk high school expressed a strong wish that Bible and Church teaching should have a prominent place, a view that Grundtvig must certainly have disagreed with.From the late 1880s the folk high school in Finland saw a real breakthrough. From the available correspondence between Finnish and Danish folk high school pioneers it may be established that the Finns sought inspiration at the well-known Danish high schools, primarily Askov, but also Valle-kilde, in order to find support there for their endeavours to make the aims behind the folk high school take root in Finland. The most important representative of the early movement in Finland, Sofia Hagman, had been in Denmark as early as 1884. In a book from 1891 about the folk high school in Denmark she was criticized for giving too much attention to the Danish perspectives at the expense of the situation in the other Nordic countries. In any case, there is abundant evidence of the decisive importance that the folk high school ideas acquired in Finland towards the end of the 19th and in the beginning of the 20th centuries. Thus, in 1917, when Finland achieved political indepen-dence, there were 42 folk high schools, 28 of which were Finnish-speaking, while 14 were Swedish-speaking. Through the whole of the 20th century the folk high schools have continued to play an important role, even though aims and practice have been extensively adjusted. It is particularly striking that the schools are increasingly attended by young people wanting to obtain specific qualifications with a view to further education, whereas more universal ideals such as enlightenment for life and the living dialogue seem to have receded into the background.As far as Grundtvig’s hymns are concerned, they have found their way into Finland to some ex-tent, mainly, however, through Swedish-language versions. The best known Grundtvig hymn in both language traditions is Kirken den er et gammelt hus (Our Church it is an Ancient House).In conclusion, the article deals with the research carried out in Finland on Grundtvig and the hi-story of his influence (Wirkungsgeschichte). The historical background is that nowhere else has the folk high school had such effect and such impact. The writer of the present article (Gustav Björkstrand) has contributed himself with a monograph from 1981 about the folk high school in the Swedish-speaking part of Finland, viewed in relation to the mobilization of the common people. The main conclusion is that the importance of the folk high school has primarily depended on three factors: the endeavour to awaken the common people to the defence against Russification, the struggle to arouse an interest in Swedish language and culture, and finally the fight against secularization in defence of Christian values.

MUHAMMADIYAH SCHOOL MANAGEMENT STRATEGY IN BANGKA BELITUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 13-22
Author(s):  
Sri Sugiyarti ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
High School ◽  
High Schools ◽  
Management Strategy ◽  
School Principals ◽  
Public Confidence ◽  
Education Management ◽  
National Examination ◽  
School Year ◽  
Vocational High Schools ◽  
New Facilities

The charitable endeavors of Muhammadiyah in the Bangka Belitung Region in the field of education from the levels of Elementary Schools, Junior High Schools, and High Schools and Vocational High Schools are spread to all districts/cities. However, the discussion about Muhammadiyah education in Bangka Belitung is very minimal. This research is a descriptive study with a qualitative approach. This study took the sample of the oldest and best senior high school as an illustration of Muhammadiyah education management in Bangka Belitung. The results showed that Muhammadiyah Education experienced various obstacles to the threat of closure, however, they were able to rise from adversity. Muhammadiyah Pangkalpinang High School as the oldest school departed from a school that boarded at Muhammadiyah Middle School and later became one of the most popular schools in the era of the 1990s to accommodate students up to 18 classes, but later it fell free and was almost closed due to the lack of students. Several times the change of school principals has not improved, a new hope is obtained when the management of this school is submitted to the STKIP Muhammadiyah Bangka Belitung to become its lab school. Now with new facilities and management, the number of students is increasing, slowly but surely this school is starting to improve itself. Meanwhile, Muhammadiyah Toboali High School, South Bangka Regency, which was established in 1994, almost lost public confidence, due to a large number of students who failed the National Examination for the 2006/2007 school year. The situation changed along with Supiandi's leadership, his persistence in managing the school, and finally, the trust in the community returned. Now the number of students has reached nearly 500 students

Safe Spaces: Gay-Straight Alliances in High School

2016 ◽  
Author(s):  
Tina Fetner ◽  
Athena Elafros ◽  
Sandra Bortolin ◽  
Coralee Drechsler
Keyword(s):  
United States ◽  
High School ◽  
Young Adults ◽  
High Schools ◽  
Social Context ◽  
Qualitative Interviews ◽  
Safe Space ◽  
Safe Spaces ◽  
Complex Concept ◽  
The People

In activists' circles as in sociology, the concept "safe space" has beenapplied to all sorts of programs, organizations, and practices. However,few studies have specified clearly what safe spaces are and how theysupport the people who occupy them. In this paper, we examine one sociallocation typically understood to be a safe space: gay-straight alliancegroups in high schools. Using qualitative interviews with young adults inthe United States and Canada who have participated in gay-straightalliances, we examine the experiences of safe spaces in these groups. Weunpack this complex concept to consider some of the dimensions along whichsafe spaces might vary. Participants identified several types of safespace, and from their observations we derive three inter-related dimensionsof safe space: social context, membership and activity.

scholarly journals Increased symptoms of post-traumatic stress in school students soon after the start of the COVID-19 outbreak in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hanmei Xu ◽  
Hang Zhang ◽  
Lijuan Huang ◽  
Xiaolan Wang ◽  
Xiaowei Tang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Psychological Stress ◽  
Traumatic Stress ◽  
Female Students ◽  
Post Traumatic Stress ◽  
School Students ◽  
Post Traumatic ◽  
Senior High School Students

Abstract Background The outbreak of Coronavirus Disease 2019(COVID-19) caused psychological stress in Chinese adults population. But we are unaware of whether the pandemic causes psychological stress on children. Methods We used the Children’s Impact of Event Scale questionnaire (CRIES-13) to investigate the degree of Post-traumatic Stress (PTSD) symptoms caused by the pandemic in students selected from schools in Sichuan, Jiangsu, Henan, Yunnan, and Chongqing provinces of China. Results A total of 7769 students(3692 male and 4077 female), aged 8–18 years, were enrolled in the study, comprising 1214 in primary schools, 2799 in junior high schools and 3756 in senior high schools. A total of 1639 students (21.1%) had severe psychological stress reactions. A large proportion of senior high school students (23.3%) experienced severe psychological stress, and they had the highest median total CRIES-13 score. Female students were more likely to experience severe psychological stress and had higher median CRIES-13 total scores than males. Conclusion COVID-19 has placed psychological stresses on primary and secondary school students in China. These stresses are more likely to reach severe levels among female students and senior high school students.

Survey of school nurses’ experiences of providing counselling on sexual orientation to high school students in Japan

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ryohei Terao ◽  
Noriyo Kaneko
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Sexual Orientation ◽  
School Nurses ◽  
Support Needs ◽  
Ministry Of Education ◽  
School Students ◽  
Chi Square ◽  
Correlated Factors

AbstractObjectiveTo ascertain the prevalence and correlated factors of providing consultation on sexual orientation and the characteristics of school nurses in high schools in Japan.MethodsParticipants were school nurses working in high schools in Aichi prefecture. Items investigated included background, experiences in providing counselling on sexual orientation, the availability of materials and resources for students, and learning experiences concerning how to handle sexual orientation concerns. We divided the respondents into two groups: one group who have provided counselling on sexual orientation before and one group with no such experience. Chi square tests were utilized to compare the responses between groups.ResultsAmong the respondents, 38.9% (n = 140) had previous experience of providing counselling to students on sexual orientation. The group with experience of providing counselling is more likely to have 10–29 years of experience, to work at a senior high school, to be informed on notifications from the Ministry of Education, to have experience of learning how to provide counselling on sexual orientation, and to be aware of effective resources.ConclusionIn Japan, it is expected that the support needs related to LGBTI will become more obvious in the future and efforts to create an environment in which it is easy for young people to consult with school nurses or other support figures are necessary.

Music at Lincoln Junior High (Minneapolis) and the Lincoln Junior High Girls’ Band: 1923—1940

2010 ◽  
Vol 58 (1) ◽  
pp. 55-74
Author(s):  
Keitha Lucas Hamann
Keyword(s):  
High School ◽  
High Schools ◽  
Junior High School ◽  
Large Scale ◽  
Junior High ◽  
Music Educators ◽  
Middle Level ◽  
Junior High Schools ◽  
Music Program ◽  
Music Model

Examination of the music opportunities available to students in the junior high schools of the early twentieth century lends historical perspective to current challenges facing middle level music educators. This article describes the specific music offerings at Lincoln Junior High School in Minneapolis, Minnesota, from the school opening in 1923 to 1940, when financial challenges forced the reorganization of the music program. In many ways, the music curriculum at Lincoln Junior High School in Minneapolis was exemplary of the music experiences found in other junior high schools. The required curriculum was based on the general music model of the elementary school and included music appreciation and a strong emphasis on the development of music reading skills. Extracurricular “clubs” provided performance opportunities for young adolescent musicians. Choruses focused on preparing large-scale productions such as operettas and musicals, while instrumental groups participated in contests and festivals. Performances for school assemblies and civic groups provide evidence of the importance of connections to the community for junior high schools. The formation of the Girls’ Band at Lincoln in 1924 was unusual. In the absence of direct evidence, I postulate possible explanations for the founding of this unique ensemble.

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