Sum up what the author says for and against egalitarian and elitist approaches to education. Add your own arguments

2. Say if you agree with the following statements. Use evidence from the books and articles you have read (films you have seen) to back up your opinions. For more information and new ideas read the supplementary text “Buddy, can you spare $ 50.000?”.

1. Private education is incompatible with the ideals of democracy.

2. Those parents who prefer to send their children to private institutions and can afford it are free to do so.

3. The elite of society is its major driving force.

Listening comprehension

You will hear an interview with Mr. Ian Beer, the Headmaster of Harrow School and a radio programme on the subject of independent schools today. Listen for information on the following questions:

1. What do you learn about the names "independent schools" and "public schools"?

2. What changes have taken place in public school life?

3. What is said about the curriculum, especially in relation to classics, sports, science and computers?

4. Do you get the impression that academic success is still important or not?

5. What is said about discipline?

6. To what extent are public schools involved with the local community and with the rest of the world at large?

Reading three

The City – as- School

An alternative in education – the City-as-School – has been started in New York, USA. Below is an article about the school. Before you read it, try and predict from the name, what kind of schooling it might provide and discuss your ideas with the rest of the class. Now read the article to find out how accurate your predictions were.

The City-as-School idea itself is not new but the New York programme is generally recognised as being the most successful of its kind.

Three hundred and fifty high school students between 15 and 18 attend the City-as-School: it's a school without walls and its 'classroom' is the city itself. Students spend their days in the theatres, museums, government offices and businesses of New York in a programme of part-time apprenticeships that are individually tailored to their interests and needs.

Pam Bruno, 16, for e.g., spends part of her time in the City Council press office, finding out about New York politics as she helps prepare press releases and assists in the running of the office. Another day is spent at New York University where she takes first year courses in sociology and main themes in contemporary world history. She also works for a Women’s Centre, travelling about the City interviewing women in business for a report that’s soon to be published. Yet another day is spent at a television casting agency, learning what show business is all about.

Students are accepted into City-as-School after an interview; the only academic requirement is two years of basic mathematics and science at a high school.

Credits are given, for satisfactory completion of each assignment, so that the students stand as good a chance of getting into an American college as their counterparts in ordinary high schools. In fact it was shown recently that
80–85 per cent of CAS graduates are going on to college without problems.

As might be expected, many of the CAS students are young people who, for one reason or another, were unhappy with conventional education. Pam Bruno dropped out of the conventional system because she was bored: “I felt stifled by an educational system that didn’t seem to care about me. I was jut a number.”

The New York City-as-School is viewed as a useful alternative way of dealing with these final and often troublesome school years. There are, however, still some lingering doubts as to whether this kind of life experience can totally replace the academic development acquired in a classroom.

Alan Mathews.Themes. 1992

Language focus

1. Explain what the following words and phrases mean from the context in which they are used:

– part-time apprenticeship;

– to be tailored to;

– credits;

– counterparts;

– to drop out;

– to be just a number.

Speech activities

1. Answer the following questions:

1. Is this the first time you have heard of such a school?

2. Why are the final years often referred to as "troublesome"? How did you feel about your final years at school?

3. Do you think you would have benefited from going to a similar school? If so, in what ways?

4. With the rest of the class consider the advantages of this kind of education as a preparation for later life as opposed to more conventional schooling.

5. Are there any features that make you doubt whether a school like this can work in this country?

Group work

Work in groups of 3 or 4. Imagine that the town in which you live (study) is planning to set up a similar City-as-School. Work out 3 projects for students to do in the town which you think will be of value to them in later life (e.g. helping in the office of the local newspaper).

Compare the 3 projects you have worked out with those of other groups.

Discuss and choose the best project from among all those worked out in the class.

3. Discuss the following questions:

1. What are alternative school systems in this country?

2. What are their advantages/disadvantages?

3. Would you work there as a teacher?

Writing

Imagine that a friend of yours is considering sending his/her child to a non-government school (institute) you are working in. Write a letter either encouraging or discouraging him/her.

Section 3. Graduate Opportunities

Starter activity

Why did you decide to enter the linguistic university? What were your expectations and fears when you started? Did they come true? Did you ever regret having chosen the career of a teacher?

Reading one