LHS and the Humanities

In a world where we are constantly reminded of the newest technological development, it is easy to be dazzled by the possibilities of STEM. It can also blind us to the need for history, literature, art, and languages. The modern mindset that “human improvement” is based solely on developing the breadth of technology undermines the value of humanist contributions. The benefits that the liberal arts provide for our society are boundless. They generate artists, writers, powerful speakers, political leaders, and historians with a vital ability to guide our future. Limited not only to media (art, books, films, and television), application of the liberal arts generates a method of thinking that can be effectively applied to all fields. Our communication, moral compass, and analytical skills are all developed and enhanced through humanist education. 

A wide-ranging field of well-paid jobs in science, mathematics, and engineering appeals to both students and educators. Technology, as they say, is the future. School systems have put an extraordinary amount of effort and resources into creating and maintaining accessible pathways for those who pursue a career in STEM. Yet, as funding for science departments increases, money is slowly and deliberately being drained and reallocated from English and Fine Art programs. Consequently, school systems are now in the process of surgically removing the valuable humanist limb from the STEM-focused body of education.

An example of a current technological and societal challenge is that of climate change. Engineers may have the skills to generate efficient solutions to environmental issues such as rising ocean levels, but an ability to analyse the obstacles on an ethical level is necessary to determine whether or not these solutions should be applied. Are the needs of a low-income community in a flood zone going to be solved entirely by an engineer, or is a humanist perspective necessary to plan and aid the potential relocation of communities? An education in history and literature, with an emphasis on “what has come before,” is vital to prepare for the future. As Christina Paxton, president of Brown University, writes in an article for New Republic: “We want politicians who have read Shakespeare—as Lincoln did. We want bankers and lawyers who have read Homer and Dante. We want factory owners who have read Dickens.”

STEM does not exist in a vacuum. Humanities are intrinsically and unavoidably interlinked with science and math, despite attempts to detach the two. We do not know the future and should not predetermine which fields of learning are more worthy than others. Investing equitably in education has been proven, time after time, to be the most valuable expenditure we can make as a society.

In 2021, AP Literature was the third most taken advanced placement exam in the country. This year, it is no longer being offered at LHS. English is a core subject, and when one core subject is being squeezed, we should all be worried for the future of our education. An analysis of the LHS course handbook presents a concerning disparity between STEM and humanities classes. There are 17 STEM APs and electives versus 8 English/History/Language APs and electives—a ratio of more than 2:1. Only four liberal arts APs are offered, compared to eight STEM options. 

Currently, a student with an interest in a STEM major at college has seventeen AP classes and electives to choose from. In contrast, a student hoping to pursue an English major is presently unable to take an advanced placement course in that subject. At LHS, new routes are continuously being forged for those pursuing STEM, whereas a “road closed” sign is posted for everyone else.

One important purpose of high school is to provide students with the opportunity to explore a range of subjects suited to their academic level and find the field that they are passionate about continuing. The current course offerings at LHS are not a fair representation of this. Core classes are being minimized in favor of expanding significantly more niche STEM offerings. At the end of the 2022 school year, all students received an email from the administration informing them of VHS STEM courses. No such email was sent for VHS humanities. Students should be made aware of all their options, if we are truly a school dedicated to a vibrant and fair education.

AP Art History is a valuable course that runs alternate years. Even in a year where it was supposed to take place, the administration was still reluctant to sanction the class with a small group of students. In order for the class to run, I was required to personally recruit classmates. I questioned why the administration’s minimum requirement of students increased from eight to ten to twelve during this process. Why did the goalposts shift? Are we now at the point where students have to campaign and beg in order for advanced humanities to run, in contrast with classes such as AP Biology and Physics being firmly cemented into the course offerings?

In the hopes of taking my first advanced English course, I signed up for AP Literature for the 22-23 school year. The English department faces similar challenges to that of the Fine Arts. Despite six students requesting AP Literature, the class did not run. Other courses at LHS have run with smaller numbers. Colleges around the country, from Yale to UCLA, have thriving English departments. Should high schools be in the business of canceling advanced courses that act as stepping stones to further education? At a university level, classes such as English and Sociology are some of the most widely taken, especially as prerequisites to law school. 

The dedication of the LHS staff to the education of their students should not be understated. We as students are extremely appreciative of the support they provide and the enthusiasm they show for their subjects. Teachers truly want us to succeed. 

The issues discussed in this article exist at the administrative level—both in our school, across the state, and nationally. The Littleton Public School district has worked hard to support the popular demand for more STEM courses. However, as James Madison warned during the drafting of the Constitution, they should beware the “tyranny of the majority.” The focus on STEM should not evolve in a way that suppresses the minority who wish to study the liberal arts.

Playing the numbers game is a dangerous thing to do with education. Running a school like a business by minimizing the value of classes to the number of students wishing to take them is a detriment to the educational future of this generation and those that follow. It is not any school’s role to close the door on a core subject. As long as the liberal arts are thriving at a college level, there should be a clear and supportive pathway to them from high school. The academic passions of students should be served equitably. Those who wish to further their education should not be prevented from doing so.

Sources:

New Republic article:

https://newrepublic.com/article/114392/christina-paxson-president-brown-humanities-can-save-us

AP 2021 statistics:

https://www.bestcolleges.com/blog/most-popular-ap-exams/#:~:text=AP%20English%20Language%20and%20Composition&text=AP%20English%20Language%20and%20Composition%20is%20by%20far%20the%20most,taking%20the%20exam%20in%202021