manual training, etc.; or they may be presented in addition to the ten units from the groups given above, including English. The whole plan therefore provides specifically for three units in English; for a principal sequence of three units and a secondary sequence of two units to be chosen from five great groups of subjects; for two additional units also from the five groups; five units from any subject offered by the high school; not less than one-half a unit in any subject; entrance with conditions will not be permitted.

It is thus possible for a student to come to college with work in but three of these six branches of knowledge. It is also possible for him to come to college having work in all of them. In any event, another part of the plan adopted insures that during his first two years in college and his high school together he shall have attained acquaintance with the fundamental aspects of each field of knowledge. Thus the two principles of intensification and distribution are cared for.

Obviously this plan is an attempt to place college entrance upon an educational basis instead of a basis of keeping accounts. It asks for a good quantity and quality of training in the use of the nation's language: It asks for sequential work in enough lines of study to lay a foundation in scholarship, and leaves entirely to pupils, high-school teachers, and community to decide what those lines of study shall be. It recognizes vocational studies as having educational and cultural value quite worthy of place in the preparation of students for college work. Indeed, we recognize these as subjects needed quite as much in order that students who go to college may not lose their social and industrial perspective as that those who do not go to college may utilize these subjects in practical affairs.

This plan is intended to leave the secondary schools free to experiment and find the methods and subjects best adapted to develop socially efficient and scholarly students. It is hoped that the plan may open the way for a genuine co-operation in the study of the many unsolved problems of democratic education, and may encourage both schools and colleges to careful experiments in the subjects, methods, and results of our teaching. Effective democratic education for all the pupils in the high school is needed by the community; and is at the same time better for future college work than any narrowly prescribed academic training.

High schools that are in co-operation with the University of Chicago and which meet these broad requirements will be asked to maintain a quality of work that produces efficient students, and inspection will be upon that basis. Upon recommendation of the faculty of the co-operating high school its graduates are admitted to the University without examination, and the school will be tested by the ability of its graduates to do good work, as indeed are those of its graduates who go from high school into positions of employment. If a considerable percentage of its pupils fail to carry their work the school will be taken from the list of co-operating

schools, until upon further inspection its product seems likely to succeed. A carefully prepared record of all students will be sent regularly to their respective high schools, thus enabling both high schools and college to test their efficiency, not by a single examination or by a single student, but by a continued investigation of the ability of students to do efficient work.

For several years a rigid method of grading students has been in force in the colleges of the University. By use of this method inefficient students are eliminated early in the course, the less efficient, the earlier they are eliminated. Over 100 students have thus been dropped in each of the past two years.

As a means of further co-operation, and to secure the most effective teaching in the beginning of college courses, we have invited a large committee of high-school men to visit, a few at a time, and over prolonged periods, those courses in the University which students take during their first years in college. We shall expect pointed and valuable suggestions from these "college inspectors," and I suspect must be prepared to defend ourselves or eliminate some questionable practices in college teaching.

The general plan adopted by the faculty also includes regulations thru which we hope better to meet the needs of college students all thru their college course. These bear a definite relation to college entrance. There is not time and this is not the place to go into detail with that phase of the question, but an outline will show its significance.

In the first year of college work the student must continue the subject of his primary or secondary sequence offered for admission, except in special cases students may continue a last-year full-unit subject. This last provision is made possible since high-school students often find themselves in some subject of their last year's work. Also during the first two years, preferably the first year, the student must take three majors of English, one major of public speaking being included therein. Also in two years the student must, together with the high-school work presented, take as much as four majors in each of the groups 2 to 5, listed above. This insures acquaintance with the great divisions of human knowledge, and if high-school work has been arranged as herein outlined, this plan still leaves the student considerable election in the college. Furthermore, during the last two years of college work the student, with what he has done in the first two years, must complete nine majors in one department and six majors in another. He may not take more than fifteen majors in one department. Thus we plan to secure intensification within departments in which the student wishes especial preparation, and also secure distribution which gives general cultural acquaintance.

THE HIGH-SCHOOL TEACHER HIMSELF

H. M. BARRETT, PRINCIPAL OF CENTRAL HIGH SCHOOL, PUEBLO, COLO.

A touring car stopped one day not long ago, for no apparent reason, on the open plain about half-way between Colorado Springs and Pueblo. The owner, who was driving, got out and went over the things that he thought might be out of order. He found that there was plenty of gasoline, tightened the battery connections, tried the spark plug, removed some dirt from the carburetor. Then he set the throttle and spark and tried to crank up, but there was no response from the engine. After two or three unsuccessful efforts he went over the whole car item by item, trying to find the seat of trouble, but without success. Then, thinking things unutterable, he tramped a couple of miles to the nearest flag station and wired to Pueblo for a man from a garage to come out in a car and tow him in. It happened that at the time all the cars were out of the garage, but as there was a train going north in a few minutes, the man assigned to the job seized his repair kit and took the train for the place named in the telegram. His appearance before the owner of the car, on foot with nothing but his repair kit, evoked an explosion which might have been valuable if it could have been induced in the engine of the stranded car. The man from the garage quietly explained that he had to come on the train or not at all, and asked the irate man what he had done in attempting to start. With as much calmness as could be expected the details were gone over. "Well," said the man from the garage, “it must be something serious. I'll take a look at her."

He raised the hood, examined the engine for a minute and closed the hood again. Then he reached under the seat, and turning to the owner, said "Jump in." He gave the crank a turn and immediately the reassuring chug of the engine answered. He took his seat behind the wheel, threw in the low gear, and the car started on its way. "What did you do to it?" demanded the owner, with a suggestion of mingled disgust and relief. "Turned on the gasoline," answered the man from the garage.

The high school today is a somewhat more complicated machine than was the old academy. The academy long ago fell behind the needs of the times and one after another its needs were supplied. The curriculum has been tinkered up. New discoveries have been applied: lines of improvement have been added, such as science with laboratory methods, manual training, elementary agriculture, household science and art, moral training, special classes for physical and mental defectives and other special classes for the super-normal. The high school has been exploited as a social center, a Turnverein, a machine shop, an agricultural experiment station, a carpenter shop, a millinery store, a public playground, a summer garden, a theater, a hotel, a hospital-not to say an infirmary-and sometimes its unkind critics declare that it has actually become a mortuary

establishment. Truly it would seem that, so far as equipment and opportunity are concerned, the best modern high school leaves little to be desired, and yet our presence here and the program of this department indicate that we are still tinkering up the engines. Of course all this is desirable and necessary; it marks the divine discontent which is the essential element of progress, and we shall keep at it until the machine goes to our satisfaction, perhaps until we are arrested for exceeding the speed limit, or until the cost of upkeep on the machine compels us to dispense with experts imported at heavy expense to tell us that we have forgotten to turn on the gasoline. We have, in fact, been adjusting and elaborating the course of study and methods of teaching, and correcting astigmatism, and removing adenoids-and now we have come to the point where there is need to devote serious attention to the most important and indeed the most accessible factor-the high-school teacher himself.

Not that the high-school teacher has received no attention. At the Los Angeles meeting of the National Education Association in 1907 an important feature of the Secondary Department program was the "professional preparation of the high-school teacher." The report of the committee was most valuable, as have been investigations in the same line by other students of education, published in many books, periodicals, and pamphlets and too little studied by high-school teachers; but there is still a field which must be cultivated by the individual teacher if there is to be a high-school education adequate to the needs of America. And this is the high-school teacher himself-the personal side. It includes the professional side and much more. This somewhat neglected, altogether obvious and absolutely vital element, it is the purpose of this paper to point out. It is hoped that the brief suggestions given here may serve to direct attention to a matter which demands the earnest consideration of every man or woman who calls himself a high-school teacher.

When the Roman orator was analyzing the qualities which made Pompey a successful general he mentioned last the quality felicitas, good luck. He did not elaborate it but suggested that while it is not permitted to any man to boast of this quality as his own, it is proper to appreciate it and to speak of it in others, just as it is fitting for men to refer with gratitude to the gifts of the gods.

"Well," said Mr. Hinnessey with resignation, "we are as the Lord made us." "No," replied Mr. Dooley judicially, "Lave us be fair, lave us be fair; lave us take some of the blame ourselves."

The first suggestion for the high-school teacher himself has to do with his attitude toward his work, toward the school, toward the boys and girls. This attitude is fundamental-some are born with it, some acquire it gradually, and some have it thrust upon them by an experience like that of Saul of Tarsus upon the Damascus road. Using a term pedagogical,

it may be named in Dr. Stanley Hall's word "orientation." Stevenson defines the attitude:

There is an idea abroad among moral people that they should make their neighbors good. One person I have made good: Myself. But my duty to my neighbor is much more nearly expressed by saying that I have to make him happy—if I may.

The high-school teacher is to make himself good and his boys and girls happy. Does that sound too much like molly-coddling, like soft pedagogy? Listen!

In a New York periodical recently there was an article on the cornerstone laying of the new Washington Irving High School. The writer tells something of the methods employed at this high school which may or may not be pertinent to the corner stone. He says that an old-fashioned schoolmaster from up state, who was visiting Principal McAndrew, inquired if girls in that school were not sometimes "sent to the office." "Oh, yes, indeed," replied the principal. "Here comes one now." A girl entered the office smiling expectantly. She handed the principal a drawing which she had just finished. "That's fine!" was the principal's enthusiastic comment. "Isn't it?" he asked, handing it to the visitor. And the girl went out, still smiling and radiantly happy. And it is said that the Washington Irving High School has a high reputation for scholarship.

In Cincinnati two years ago, I visited a continuation school for boys employed in the local machine shops. When I asked the teacher, Mr. J. Howard Renshaw, what he taught these boys, he answered: “Applied mathematics, applied drawing, applied science, and culture." "What was the fourth subject ?" I asked, for after the straitest of the sect I had always lived in the faith that culture was not to be found except in the Greek and Latin classics. Mr. Renshaw repeated the word "culture." "Would you mind explaining just what you mean by that?" I asked. "Just this," was the reply. "These boys who come here are apprentices working at low wages for four years. If they complete their apprenticeship they get a bonus of a hundred dollars at the end-if they stop before the end they get none of it. Many of them when they come to the continuation school have just found themselves in a four-year Marathon, and they haven't their second wind yet. And they are sore- -sore at the boss, sore at their job, and sore at life in general. I make it a point the first thing to see that no boy goes out of here unless he is in a good humor." Can this culture be the real thing? Did somebody say of those old Greeks that they "went about their hardest tasks like noble boys at play"?

Leaving this matter of attitude, the second thing to be noted is that the high-school teacher must have an appreciation of and a devotion to exact scholarship. If this seems in any way inconsistent with the cheerful attitude, we need not worry about it. Life is full of inconsistencies; in fact, one trouble with the high-school teacher is likely to be that he