3. What ceremony, if any, should mark the transition to senior high school?
4. What items of cumulative record should accompany the pupil as he or she enters high school?
5. What differences are there in the demands of high school, as compared with the elementary school, which would affect the minimum IQ at which enrichment is needed in the high school? Is enrichment needed in the high school at 130 IQ (S-B)?
6. The point at which enrichment begins to be needed having been determined experimentally, how should the secondary school organize to provide a genuine education for pupils at and above that level?
7. Assuming an enrichment program for pupils above 150 IQ (S-B) desirable or imperatively necessary in high schools, what matters shall be agreed upon to enter into the curriculum?
8. Shall we guide all of our highly intelligent elementary-school pupils into the college preparatory courses? Or shall some of them be so guided that they will end high school without the "credits" for college?
9. What can and should public schools do for those few pupils who test at or above 170 IQ (S-B), for whom no experimental work so far done is of much real effect, either in elementary or secondary school?
Not all the foregoing questions proposed can be fully discussed here. Whatever is said, however, is an outgrowth of our own professional observations, extending over the past seventeen years. In particular these observations result from the current obligation at Public School 500, Manhattan (Speyer School), to promote to senior high school our first group of children now reaching the thirteenth birthday.
It is obvious that we have to determine upon _an age_ for promotion to the senior high school. This must take into consideration "the whole child." We cannot isolate the intellect for this purpose. "Body, mind, and soul" must pass as a unit to secondary school.
The brightest of our pupils were fully ready for the scholastic work of the ninth grade when they were 8 years old; several others, when they were 10 years old. Ability to "pass examinations" set for 8B pupils cannot, therefore, reasonably become our criterion for promoting these children, unless we wish to assume responsibility for placing prepubescent, 8-, 9- and 10-year-old children in a scholastic milieu that is determined by the physical size and social maturity of adolescents.