if he lived in an industrial center, such as Boston, Baltimore, St. Louis, Philadelphia, Cincinnati, only one child in every twenty to one in one hundred would go through the high school. If, for example, in New York state, only 50 per cent. get beyond the fifth grade, only 30 per cent. get beyond the grammar school and only 8 per cent. get into college and only 2 per cent., or less, get through college, it would seem to indicate that there was something wrong somewhere in our educational system, and that it had gone to seed in academic pods rather than bear fruit of economic, industrial, and social value. We used to divide school and college youths into those who go and those who are sent. This division leaves out the largest class of all, namely, those who are eliminated.

What we therefore need in our cosmopolitan high school in addition to our present curriculums are two groups of curriculums suited to the needs of boys and girls who belong to the majority rather than to the minority. I would therefore advocate most earnestly the addition of industrial, domestic, and commercial courses which should be of real value to the child and to the community, which should supplement the elementary courses in manual training and domestic science, and which should make all life richer as well as more effective. I am much in favor of trade schools, as we find them in Germany, Switzerland, and France, for the manufacture of the well-trained and skilled industrialist, and such as are so well trained at the Milwaukee Public Trade Schools. But excellent as the trade school is in all things pertaining to the trade, it tempts the boy to leave the regular school and learn only the trade and allied subjects. Trade education alone is not a preparation for life; it is life itself. Instead of the trade school where only technical information is acquired, and instead of the school having only the old-time classical curriculum, we should compromise the matter and in the cosmopolitan highschool curriculums should combine the fundamental courses given above with education for certain of the trades, for domestic life, for commercial positions, and for clerical work. We have at last learned that we cannot cast all children in the classical mold of a classical education, no matter how good it may be for the few. We should be permitted to cast a large number in an industrial mold and have them educated in English composition and rhetoric, United States history, civics and government, commercial customs and practices, geometry and good morals, in addition to their special training in some branch of industry. By so doing, the colleges will receive a larger number of applicants for admission; the engineering and technical schools will be able to get young men who are already trained in one or more of the engineering trades and know what they want before entering the college; the manufacturers will have a larger supply of skilled and educated workmen; the working classes will be better off in every way, and life for them will be sweeter and less of a daily round of drudgery and toil unmixed with everything which does not pertain to their work, and both the industrial efficiency and the social efficiency of the Nation will be improved.

What I would urge upon all persons interested in secondary and technical education are:

1. That high-school graduates shall have had a sane training, free from all foolishness, frills, fraternities, and frequent frivolities, and yet full of the fresh joyousness of youth, intensive with hard study and harder play, and in which a memory-cram of facts and fancies has not been made to take the place of a mind trained for use and for straight and accurate thinking.

2. That they shall have been recruited from all classes of society and have been given an opportunity for mental development, irrespective of their individual differences due to parentage and early environment, but based on their native capacity, aptitude for study, and prospective occupation.

3. That all "snap" courses and poorly and imperfectly developed courses shall be either eliminated or valued at their true rating, so that four years of secondary training of acceptable quality and amount shall entitle the highschool scholar to his diploma, irrespective of the line or lines in which his work has been done.

4. That the student shall have made an honest effort to discover himself and to learn for what purpose he is in the world. The indefiniteness of the aim of many boys accounts for their inability to do anything and do it well; and 5. That the teachers shall have tried systematically to develop the child's capabilities and interests, intellectual, moral, patriotic, aesthetic, manual, and constructive.

Now that the requirements for admission of our best colleges of engineering and of our technical schools are in most cases the equivalent of the academic or classical department of the same institution, the high-school boy who decides to go to an engineering or technical school cannot be rightfully accused of hunting an easy way into college. When publishers of college textbooks boldly advertise that in a certain cosmopolitan textbook on physics "the more severe course necessary to engineers is printed in smaller type," and when college professors of mathematics openly state that they have a higher standard for passing a man in the college of engineering than in the college of letters, it must be self-evident that the engineering college is calling upon the highschool teachers for their best material and choicest output, and that the college teacher and the high-school teacher are alike responsible for the molding of the character and the mind of those who later will decide momentous problems in the movements of the armies of peace and of war. It is a fearful responsibility to decide the destiny and happiness of the lives of thousands of human beings, but the training in high school and college of the mind of the man who is to be the power for good or for evil in the community is none the less responsible.

THE COSMOPOLITAN HIGH-SCHOOL CURRICULUM SPENCER R. SMITH, PRINCIPAL, WENDELL PHILLIPS HIGH SCHOOL, CHICAGO, ILL. The educational situation is one of great unrest. Recent utterances of students of social phases of life, the cry for the recognition of vocational subjects in college-entrance requirements, the demand for industrial and technical education, are but different expressions of a cry for the freeing of our youth from the mummy cloths of tradition, that they may breathe the free air of present-day life. England, France, and Germany have heard the cry. What are the conditions?

1. According to the report of the Commissioner of Education for the school year, 1905-6, there were in attendance upon the public secondary schools of the United States 0.88 per cent. of the whole population or 3.118 per cent. of the estimated school population of 23,792,723 between five and eighteen years of age. Of these 11.82 per cent. were graduated and less than 4 per cent. entered the colleges or universities, while 8.6 per cent. claim to be in preparation for college. Should the curriculum of the public high school be constructed for the 4 per cent. who go to the university, or for the 96 per cent. who are dependent on the high school for their life training? 2. In our largest cities there is a large and varying foreign element that must needs be adopted into our life and must be prepared for citizenship. The children of these people are in our high schools in large numbers. In the Wendell Phillips High School in Chicago during the school year of 1905-6 there were children whose fathers were born in over thirty different countries, and this year the school counts about twenty-five. Does not this matter of nationality, with its consequent hereditary traits and tendencies, become an important factor in the development of a cosmopolitan high-school curriculum?

3. The report of the United States Census for 1900 shows that of those ten years of age and over in gainful occupations in the ten largest cities 5.255 per cent. are in professional service (under professional service are included actors, architects, electricians, engineers [civil; etc.], government officials, etc.), while 25.656 per cent. do domestic or personal service, 29.918 per cent. follow in trade or transportation, and 38.412 per cent. are in manufacturing and mechanical pursuits. (1) Does our curriculum fit the 95 per cent. in other than professional service? .or has it in mind the 5 per cent. only? 4. The college and the university control the high school. A cursory study of the index for fifteen and fractional years of the leading secondary educational magazine shows 214 entries under college-entrance requirements or some relation of the college to the secondary or high school. Then follow 173 entries under English-which no one disputes; this is followed by 160 entries under classics, including both Greek and Latin, while science must be satisfied with 98 entries, mathematics 66, modern languages 51, commercial education 21, civics 16, industrial education 3. The topic "Basis

of an Efficient Education-Culture or Vocation" has 3 entries. The relation of the pupil to the school and the community must be satisfied with 16 entries relating largely to discipline and morals, 14 to athletics, 10 each to coeducation, and high school and society, 5 to fraternities. School buildings in this day of the development of school architecture occupy 3 entries.

5. The Commissioner of Education in the report referred to above shows that 50.24 per cent. of the pupils in our public high schools are taking Latin while but 8.85 per cent. take French and 20.96 per cent. take German, with no report for Spanish. Algebra-replete with theory and sterile in concreteness-occupies the attention of 58.05 per cent. of our children and geometry 28.50 per cent., while studying physics we find 15.27 per cent., chemistry 6.52 per cent., physical geography 20.97 per cent., physiology 20.36 per cent. The biological science, so important in life and nature-study, is not honored with mention. History (other than United States)—(note the parenthesis!)— is studied by 42.39 per cent., while civics receives the attention of but 17.48 per cent. We find no statistics for the different vocational subjects and must be satisfied with the statement that 95,000 are pursuing commercial subjects in our public high schools, and that 50,595 were in manual and industrial schools, both public and private.

6. That some idea of the trend of secondary education in our cosmopolitan high schools today may be derived, a study has been made of the curricula of the high schools of fifty of the largest cities. No account is taken of commercial, technical and manual-training high schools in this report.

CONSTANTS

We find that the fifty require at least two years of English for graduation, of these 5 require two and one-half years, while 44 require three years and 38 four years of English. In mathematics 47 require algebra, while 41 require geometry and 9 require solid geometry--with 3 registering arithmetic for half of first year as required. In science 9 require physiology, 15 physics, 4 chemistry, 6 physical geography, 8 botany. Eighteen require United States history, 16 ancient history, while 6 name Roman history and 7 English history. Six require civics, 8 elocution one to two periods a week, and 11 require physical training 3 or 4 years twice a week. Nine require music once a week, and 12 free-hand drawing one to two times a week.

While no public high school names Latin as a permanent constant, still as an optional with German or French or some other subject, as a constant in a given course of study, we shall find from two to four years of Latin effectively a constant in many of our schools. This is confirmed by the further fact noted above that 50.24 per cent. of the pupils in the public high school were studying Latin in 1905-1906.

ELECTIVES

Fifty schools offer Latin as an elective, either as an optional with another study, or elective by course or year, or as a general elective. Of these 4

offer but three years of Latin. Greek is offered by forty schools, 4 offer four years, 29 three years and 7 two years, and offered as Latin, either as a general, a course, an optional, or by the year elective. Forty-four schools offer German; 32 for four years, 9 for three years, 3 for two years; while 48 offer French, of which 14 offer two years and 17 each three years and four years, Spanish is offered by 18 schools from two to four years, optional four; 3 offer Spanish in the ninth and tenth grades, while 7 offer it in the eleventh and twelfth grades. Three schools offer algebra as an elective while 10 offer plane geometry in the second to fourth years, and 37 solid geometry in the third and fourth years of which 23 by courses. Trigonometry is offered by 43 schools, physics by 41 schools, chemistry by 48, physiology by 29, botany by 33, zoology by 37, physiography by 39.

A closer examination shows that 10 schools offer but half a year in physiology, 7 a half-year in botany, 5 but half a year in physiology, and that with the exception of chemistry and physics which are confined to the third and fourth years, these sciences may be found as electives offered variously in any one of the four years as the schools may elect. Five schools offering two years of physics save the day. Query: Is the value of a science offered in the first year the same as that offered in the fourth year? Is it a wonder that, in transferring, pupils discover differences, oftentimes to their

sorrow?

In the historical studies we find the same chaotic condition. American, mediaeval, and English history may be taken in any of the four years and in several schools are offered as half-year subjects. Ancient history stands forth as a full-year subject and offered in the first, second, or third year in 38 schools; economics for a half-year by 30 schools. Psychology-save the day!-is offered in the fourth year only; by 7 schools for the full year and by 2 schools for a half-year.

In the vocational subjects we find the same conditions of chaos and different evaluation. For example, the pupil may choose his school and thereby take his commercial geography in the first, or second, or third, or fourth year; and so with commercial law. Nine schools offer but half a year of commercial geography, and all courses in commercial law occupy half a year. Twentynine schools offer two years of bookkeeping and 16 one year, ranging from the first to the fourth year; while 9 offer one year in stenography, 28 two years, 4 three years, and 3 four years. In domestic science we find 7 schools offering four years at one period a week; 2 two years, two periods a week; and 3 one year at three periods a week.

When you consider that any or all of these subjects are either optional or elective by course, by the year, or is a general elective, you can see into what a delightful position one is placed who would attempt to bring into orderly form this chaotic mass. To say that botany or physiology, history, American, mediaeval, or English, or the commercial subjects may occupy a position in any one of the four years and have the same power of mental development or