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ented. I don’t believe in labeling children this way.”
The chairman then revealed to us also that she had an idea, picked up somewhere, to take care of the situtation should Richmond mandate an extension of the school year from 180 days to 200 or 220, as the national commission recommends. The chairman would insert into the school year threeweek “mini-courses” for everyone to take, contents of same undisclosed. We may safely bet, I think, that they will not be comprised of additional “time on task” with English, math and science, should the board adopt this quaint evasion.
As far as I can see, the commission’s report has alread been effectively shelved here before all of the school board members, if any, really know what is in it.
And then on Thursday, we read this paper’s editorial entitled “Leading The Way” and concerned with the state board’s approval of stiffer course requirements for graduation. The joy at the editorial desk had little to do (and only as a sort of after thought) with graduating seniors competent enough, at best, to fill out their own applications for employment. Right off, the editor saw in the new curriculum requirements a vehicle to revive a very sick and controversial pet project, ie., as “a step which means finally beginning on a capital outlay program at the high school.” The editor automatically and immediately jumped to the conclusion that SUBSTITUTING” solid academic instruction for the miserable smorgasbord of electives which has been allowed to accummulate and take up teaching
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