We know, as a matter of fact, that the pupils in our primary and grammar grades do noť all enter the high school. Superintendent Kendall, of New Haven, Conn., published a year ago statistics gathered from the official records of over two hundred cities thruout the United States, showing, among other things, that the number of pupils in the high schools, as compared with the whole number of pupils enrolled, varied from 4 to 12 per cent., with a general average of about 9 per cent. Assuming that the length of the city course of study is twelve years-four, or one-third of the number, in the high-school course there ought to be, upon the ideal theory, one-third of the whole number of pupils, or at least 30, instead of 9, per cent., in the high schools.

If it be true, then, as the records fully justify, that only one pupil out of three or four who come into our elementary schools subsequently enters the high schools, is this course of study which aims to prepare for the high school; that, as a rule, permits no deviation; that allows no special or optional lines of work; that affords no good stopping-place short of high-school graduation; is this the best course for the two-thirds or the three-fourths who cannot - or, at least, who do not- - get beyond the grammar grades? This is the vital question at issue in this discussion.

I am persuaded that it is not the fault of the superintendent or the teacher, and that it is not the course of study which is responsible for the non-attendance of pupils in the higher grades. It is simply the result of conditions which can be overcome only thru the evolution of a higher civilization, and a more universal appreciation of the use and the value of a scholastic training for all the purposes of successful living. To this end, as a matter of course, the public-school friends and forces must largely contribute. But while we thus complacently relieve ourselves of the responsibility for certain conditions and results which we know are not as they should be, there are other conditions and results, which grow out of the course of study and its proper application, for which school officials and teachers are directly responsible. There is that in the application and the adaptation of the principles which underlie an elementary course of instruction which can and will do much for the class of pupils that never reaches the high school. While it is true that many pupils leave school because they cannot help it, there are many — very many — who leave because they become discouraged, indifferent, stubborn; discouraged, because the work is too difficult; indifferent, because they were not promoted with their class, or else they regard the class work as simply so much dull routine for the sake of drill, rather than productive of practical interest or immediate and tangible results; stubborn, because, for lack of a better motive, the teacher or the parent says, "You must." The truants from the schoolroom are not always the dull or the do-less, not the vicious or the hopeless. They are very often the naturally apt and ambitious pupils; but because they find the work of the schoolroom so much in conflict with their natural inclinations and activities, they will yield to the first, and very often the only, opportunity to escape from its exacting and unvarying routine.

While other forces may hold and help these pupils who are apparently predestined never to complete a high-school course, let us notice some features in the course of study that will, I believe, give to these the most and the best it is possible for them to obtain from the public school. And, while reaching out for this class of pupils, I would not in any way interfere with the rightful course of training for those who are pushing straight forward to the high school in regular order.

In the first place, the grammar-school course should be rounded and complete. Such a course should mean to the pupil and to his parents a well-balanced and wellrounded common-school education; such a course as is contemplated by the general law as the common heritage of every child in the state. Such a course would necessarily include a carefully selected and wisely directed course of reading and literature, the study of state history and government as a complement of national history and civics, a year's work in algebra as the complement of practical arithmetic and concrete geometry, the essentials in business forms and simple bookkeeping, the elements of vocal music and

drawing, together with the subjects generally included and required in every elementary school.

The end in view in such a completed and supplemented course of study for the grammar school is twofold, viz., as a preparation for legitimate high-school work under the departmental system, and at the same time to offer to such pupils as may not enter the high school at all the opportunity to accomplish a certain amount of work which when accomplished, shall afford them the stimulus and the encouragement of definite and recognized scholastic attainments. Whatever the form, there should be a recognition of the completed grammar-school course. This certificate of attainment will not only serve as a passport to the high school, but will also be an honorable discharge for those who have worked and waited and struggled to reach this point, when they felt that they could not reach anything higher.

Let me anticipate here a probable objection to this extended grammar-school course: Would it not require more than eight years for the pupils of average ability? I answer frankly, yes. But what law of nature or of pedagogy fixes eight years for the grammarschool course and four years for the high school? Why must it be so? I do not believe that the high-school course need necessarily be four years, any more than that the grammar-school course should be limited to eight years. It is worthy of note that quite a number of cities, having a ten-months' school term, have but recently expanded the standard grammar course to nine years, but have made the system of grading and promotions sufficiently flexible to permit the stronger pupils to complete the same work in eight, or even in seven, years. But the larger number of pupils, even tho a little slow, are allowed to move with their grades in regular promotion. Such a plan gives special stimulus to the ambitious and the strong, and yet leaves no room for discouragement to the pupils less fortunate in mental endowment or physical vigor. In Cambridge, Mass., the pupils are classed at the end of the fourth primary year, the stronger to reach the high school in four, and the weaker in five, subsequent years.of study. The point I make, therefore, in favor of pupils who cannot complete high-school work is this, viz., that the system of grading shall be sufficiently flexible to give them standing room and recognition, without crowding them with overwork, on the one hand, or discouraging them with non-promotion, on the other.

Again, the course of study, below as in, the high school should permit optional studies and special lines of training. Manual training may take the place of mental arithmetic or United States history for pupils who are "born short" along certain lines. Domestic science or mechanical drawing may fill a minimum requirement for those who cannot or ought not to take the maximum course. One course of study coming under my notice has three years of optional or special work below the high school, not necessarily for the dull or the slow pupils, but to meet the constantly increasing demand for special lines of training. My plea in this connection, however, is for all possible optional and varied lines of work in advanced grammar grades that local conditions and school facilities will justify, to the end that larger opportunities and a more helpful training may be given to those young people who cannot, and perhaps ought not to, cross the threshold of the city high school.

I could not if I would, and I would not if I could, lay down any fixed or definite course of study for such pupils. That is the problem of the local management, guided only by this one common, fundamental principle, viz.: the schools are for the children, and to their highest good, individually and collectively, all systems of management must bend and all courses of study must conform.

SECOND PAPER

BY J. W. CARR, SUPERINTENDENT OF SCHOOLS, ANDERSON, IND.

Before attempting to discuss the course of study for pupils who cannot complete the high-school course, I wish to outline briefly a course of study that I believe should be offered to all high-school pupils. This should consist, in my opinion, of English (including literature and composition), mathematics, history and civics, science, Latin, German or some other foreign language, each continued from three to four years. In addition to these I would add music and drawing, some commercial studies, manual training for boys, and manual training and domestic economy for girls. These various subjects should be arranged into a number of different co-ordinate courses, and pupils should be allowed to choose from the whole, under the guidance and direction of parents and teachers. In this way individual tastes and abilities may be consulted, and the sexes and classes have a high-school course of study suitable to their needs.

Pupils cannot complete the high-school course for various reasons, of which the fol lowing are the most important: (1) because they have not the physical strength or the mental ability to do the required work; (2) because they lack the industry and perseverance necessary to complete the course of study; (3) because they cannot remain in school the required length of time.

Now, I believe that the arrangement of the course of study for all pupils, as outlined above, will meet the requirement of pupils who cannot or will not complete the high-school course. To this proposition I now invite your attention.

The first class of pupils - those that are physically or mentally unable to do the required work should not only be permitted to choose the subjects they will study, but they should also be allowed to take fewer studies at a time than are required of the average pupil. If they are unable to do passable work in a subject, they should be permitted to try something else, rather than remain an indefinite time endeavoring to master something which is beyond their strength or ability. With such freedom and privileges, the maximum number of pupils of this class will remain in school the maximum length of time, thus receiving the largest benefit possible. Encouragement, guidance, freedom, and time are the things most helpful to these.

The treatment of the second class - those who cannot, or rather will not, complete the high-school course for lack of application—should differ somewhat. They should be given freedom in choice of subjects under the direction of their teachers. Then, if they have the right kind of teachers and a variety of subjects from which to choose, many pupils of this class will show interest and perseverance, who otherwise would simply drop out of school. Such pupils should be required to do a required amount of work daily, and should be held to a strict account for the excellence of the same. They should be encouraged, yes urged, to do their best; and, above all, they should not be allowed to idle away their time. Many pupils who do little or nothing in the traditional high-school subjects have been found to do excellent work in the manual-training school. They became interested in school work and made marked improvements in other subjects. Again, freedom of choice and elasticity in the course of study are found to be beneficial.

But little in addition needs to be said concerning the third class - those who cannot remain in school long enough to complete the high-school course. For them also I believe the system of electives to be the best. This enables pupils who can remain in school but a short time to choose those things which will be most beneficial to them in fighting the battles of life in which they are about to engage. The traditional disciplinary subjects - Latin, Greek, algebra, etc. are excellent for the mind, but these may not be the subjects that are most useful to the boy who can remain in school but one or two years. English, commercial arithmetic, drawing, bookkeeping, history, and

manual training may be the ones that are most helpful and needful to him. If So, let him take them. If the work is well done, the mental discipline will take care of itself.

So far I have spoken of those only who are in the high school. But it is in the grades that we find the great numbers who cannot possibly complete the high-school course, perhaps not even the graded-school course. What shall we do with them? Shall they pursue the same course of study prescribed for the rest? In part I answer, no. Certainly I would have them acquire the rudiments of an English education, if it is possible for them to do so. I would also have them receive that moral instruction so necessary to the formation of character. Yet I am of the opinion that some form of industrial training should be given, at least to this class of pupils, while they are in the primary and intermediate grades.

While this is my belief, yet I have not given the subject sufficient thought to formulate a plan which I am sure will stand the test. I am aware of the fact that experiments along this line are being made in some American cities, yet I have no data at hand which will enable me to speak of the results. I have long thought of the advisability of introducing industrial training in the grades, in my own city, and I am only waiting for the opportunity to make the experiment. The plan I have in mind is not to attempt to establish industrial training in each school district, but to have one school, centrally located, in which industrial training is given. The course of study in this school would be more elastic than in the others and the classification less rigid. This would lessen the expense for teachers and equipment, and at the same time enable us to gather into this school those pupils of the primary and intermediate grades who are much older than their fellows, as well as those who fail in their classes. We could, therefore, give to these special attention under more favorable conditions, thus fitting them the better to meet the duties and responsibilities of life.

Finally, the course of study for those who cannot complete the high school, as well as for those who can complete it, must be determined chiefly by the society in which we live and by the occupations in which the pupils are expected to engage. In the past, education was the heritage of the few. The aristocracy of learning might prescribe a fixed curriculum consisting of classical knowledge of antiquity. The pursuit of this course of study they might solemnly declare to be the only road to learning. They might even go so far as to outlaw all other courses, and to arrogate to themselves a monopoly of learning. But if we are to have a democracy of learning in America, we must have a course of study that will meet the needs of the people. This course must be arranged so as to develop head, hand, and heart, thus fitting the children to engage in the busy, bustling, complex American civilization of the twentieth century. This course is not a legacy from the past, for the past has never had a civilization similar to our own. It cannot be imported from a foreign country, because nowhere else are the conditions and people like our own. But, like the principles of our government and the character of our people and their institutions, the course of study must be a resultant of the past, the foreign and the native not simply welded together, but fused into a new substance which is truly American.

NATIONAL COUNCIL OF EDUCATION

CONSTITUTION

PREAMBLE

The National Council of Education shall have for its object the consideration and discussion of educational questions of general interest and public importance, and the presentation, thru printed reports, of the substance of the discussions, and the conclusions formulated. It shall be its object to reach and disseminate correct thinking on educational questions; and, for this purpose, it shall be the aim of the Council, in conducting its discussions, to define and state with accuracy the different views and theories on the subject under consideration, and, secondly, to discover and represent fairly the grounds and reasons for each theory or view, so far as to show, as completely as possible, the genesis of opinion on the subject. It shall be the duty of the Council, in pursuance of this object, to encourage from all its members the most careful statement of differences in opinion, together with the completest statement of grounds for the same. It shall further require the careful preservation and presentation of the individual differences of opinion, whenever grounds have been furnished for the same by members of the Coun cil. It shall invite the freest discussion and embody the new suggestions developed by such discussions. Any member making such suggestion or objection may put in writing his view, and the grounds therefor, and furnish the same to the secretary for the records of the Council. It shall prepare, thru its president, an annual report to the National Educational Association, setting forth the questions considered by the Council during the previous year, and placing before the association, in succinct form, the work accomplished. It shall embody in this report a survey of those educational topics which seem to call for any action on the part of the association. The Council shall appoint, out of its own number, committees representing the several departments of education, and thereby facilitate the exchange of opinion among its members on such special topics as demand the attention of the profession or of the public.,

ARTICLE I-MEMBERSHIP

1. The National Council of Education shall consist of sixty menbers, selected from the membership of the National Educational Association. Any member of the association identified with educational work is eligible to membership in the Council, and after the first election such membership shall continue for six years, except as hereinafter provided.

2. In the year 1885 the Board of Directors shall elect eight members-four members for six years, two for four years, and two for two years; and the Council shall elect eight members-five members for six years, two for four years, and one for two years; and annually thereafter the Board of Directors shall elect five members and the Council five members, each member, with the exception hereinafter provided for (section 5), to serve six years, or until his successor is elected.

3. The annual election of members of the Council shall be held in connection with the annual meetings of the association. If the Board of Directors shall fail, for any reason, to fill its quota of members annually, the vacancy or vacancies shall be filled by the Council.