ABSTRACT
The secondary or high school level has become the meeting ground of the most crucial pedagogical and social problems, not only in this country, but everywhere. Certainly the American school serves as the most effective melting pot which the United States has at its disposal for merging the different classes and races into democratic unity. But whereas the elementary school still serves this mission to a high degree, the secondary school shows a close relationship between social status and rank in school. Much more than is justified by the proven fact that children of high quality tend to rally to each other. Inevitably, a school such as Americans' modern secondary school working toward the most diverse goals under the most contradictory circumstances must reflect this situation in both its curriculum and its standards. Critical educators in country, of course, have always been aware of the difference between quantity and quality in schools.
