Emma Sawatzky, Staff Writer

March 8, 2024

We all strive to be well-rounded students–but is curricular rigor seen through a uniform lens?

As students progress through academic careers, their understanding of themselves as learners is among the factors most crucial to success. In familiarizing myself with the type of academic work that brings me joy, I have come to realize that humanities classes are where I thrive. 

Although I wouldn’t change much about my Nobles experience to date, I do believe that curricular offerings are disproportionately geared toward STEM-focused students. My English and history classes offer a sense of fulfillment that, for me, is missing from pursuits in science or math. I believe that an ideal Nobles would offer more rigor in the humanities sphere, allowing equal opportunity for challenge in one’s preferred area of study. 

One of the most foundational discrepancies in this realm lies in selective course leveling. Arriving as a new ninth grader, I wondered why I could be in Honors Biology if an Honors English course did not exist at Nobles. I went into English IV, eager to discuss and analyze material, only to find that many of my classmates did not share my enthusiasm. 

I had come to Nobles seeking a classroom environment where students jumped at the chance to pose analytical questions, decode prose, and explore poetry. Ultimately, that is not what I found. Silence often plagued our classroom, and the apathy I felt from classmates made me question my own participation. 

Reflecting on who I am today, the lack of advanced classes in humanities did not extinguish my love for English. However, I was not challenged by my classmates in the way I had hoped, nor did this experience help me become a stronger writer or thinker. Throughout my time at Nobles, I couldn’t help but wish for an Honors class, a sort of contract signed in affirmation of effort and curiosity.

In terms of understanding the standardized English and history curriculums, the question of class format tends to surface. It is argued that, in these discussion-based classes, the skills needed to excel are often more of a learned ability than in their STEM counterparts. The psychological effects of being placed in a standard humanities course are thought to be more significant than those resulting from placements in standard STEM courses. 

While these concerns have merit, the lack of an Honors track arguably does more damage to humanities-geared students. Individuals who are ready and willing to engage in more rigorous work aren’t able to demonstrate initiative in the way that an advanced Math or Science student can. 

These inconsistencies are felt not only in the classroom but also on a transcript. A student for whom science is their passion has numerous Advanced Placement (AP) offerings at their fingertips. Through stimulating academic opportunities, these students can easily demonstrate college-level readiness in their preferred domain.

Conversely, the phasing-out of AP European History marks the demise of Nobles AP humanities. From a student’s perspective, the reasoning behind this institutional pivot remains in question. It is commonly argued that the AP curriculum is inconsistent with the school’s academic priorities. To that effect, it is true that the AP’s rigidity often restricts the values of an independent school like Nobles. However, AP science and math courses aren’t going anywhere yet, so why should humanities-focused students lose their only option? 

Additionally, it is difficult to reconcile this change in terms of college admissions. As students construct a narrative to present to colleges, it’s clear that many would benefit from more APs. These are classes that would offer equal opportunity to all types of learners, classes that still exist at many competing schools. 

At the AP level, it can be difficult to do well in classes that do not inspire initiative. Nobles students care about their collegiate trajectory and are cognizant that rigor of schedule is a real factor in the review of one’s application. Because of this, many AP science classes consist of students who are there for the label, rather than an interest in the subject. 

The addition of the Honors Research Seminar is likely an effort to appease the Nobles humanities learner. Although the course is a welcome addition to History offerings, it pales in comparison to the extensive upper-level STEM classes that have established themselves in the Nobles course catalog.

It is worth noting that Class II students are encouraged to take the AP English Literature exam each May, hosted at Nobles and coordinated by the College Office. However, students are expected to prepare independently. In stepping back and comparing this to the year-long classroom experiences of an AP STEM course, disparities continue to establish themselves. 

Nobles is tasked with balancing countless academic factors, and this is a truth that I understand and respect. A well-rounded education is irreplaceable to our development as thinkers and human beings, and as specialization creeps into our world, this is no small endeavor. 

With that in mind, I wish to test the limits of the Nobles humanities experience. In pursuit of academic excellence, intellectual curiosity, and an unbridled love for learning, I believe wholeheartedly in this issue.

(Photo & Graphic Credit: Avery Winder)