OK. What might you or your friends have found to be more helpful uses of time? It doesn't have to be in a classroom setting. Or in your experience was the curricula more-or-less sufficient and you consider something(s) else might be better targets for improvement/change? I would like to understand your perspective better.

Most of us would say material directly relevant to our later specializations of choice. That's difficult to do in practice, both because of the diversity involved and because of the difficulty in predicting eventual specialization. Not everyone knows at 12 that they want to be a programmer!

More diverse electives for specialist history would have been nice, but there are practical restrictions on the specialist teachers available in a town of 50k people.

Huh. I felt the same way about my high school. I suppose I shouldn't be so surprised.

I wonder if it could be feasible to rotate kids through some kind of county/state shared resource with opportunities for "demoing" various specializations. Educational almost-internships for kids, if you will. 180 days/year, 5 days/week = 36 specializations. That's probably not enough time to get much of any feel. Kids pick their top 5 or 10, and spend a year learning about those. You don't necessarily need a specialist teacher for everything, but rather a specialist skilled in teaching research / getting to the bottom of a field/industry. Make the kids teach each other; teacher is basically a facilitator? Too impractical?

I would agree it's not enough time, and plenty of workplaces aren't practical for that. Psychology and medicine come to mind for privacy reasons, and lots of workplaces are generally not kid-friendly (construction sites, heavy factories...)

Getting kids to teach each other strikes me as impractical. Most of them aren't going to learn enough in a few days to teach a useful amount, and learning about a profession through the lens of an opinionated kid seems very sub-optimal. Plus, a year is a lot of time.

I have seen a lot of schools have "career day" type things, where parents come in and briefly discuss what they do. That's a little more direct and a less time consuming at ten to fifteen minutes a parent. This is valuable in proportion to the economic diversity and schedule flexibility of parents, though.

> It did not accomplish nearly so much as you might hope.

Exactly, I can't think of a single subject that actually achieves what it should when taught in the school setting.

Really? Because basic literacy, civics, history, and mathemathics as commonly taught work roughly as well as they are expected to.

The problem with the class I describe isn't that it didn't teach effectively. It's that the students largely didn't care to apply what was taught.

The classes are never the suitable speed for all the students. When learning on your own, you set your own speed but you can't do that when in school. But note that all subjects are like the subjects you mentioned you took in HS. The mathematics doesn't actually go all that far. Note that all of HS mathematics can be summarized in those HS math review books that are actually not that thick. It's a travesty that fundamentally, you spend maybe like 4 years reading like 6-7 books?

The point is not to be optimal for every student - the resources required for such are not available and MOOCs are not an adequate replacement. The point is to lay a universal foundation in a series of selected subjects while socializing students.

The model of turning a literate child loose in a library and letting them be for six or eight years should not be assumed as universally useful. It's not a good way to produce a shared general foundation for a modern democracy.