An examination of the Commissioner's report and the statistics contained in the table brings to light the following interesting facts: 1. In the nine years covered by the table the total enrollment of pupils in the secondary schools of the United States has risen from 297,894 to 554,814. This is a gain of 86 per cent., a rate probably five times that of the increase of population. 2. The remarkable increase just noted is found mainly in the high schools,' the enrollment in which increased in the eight years 1889-90 to 1896-97 from 202,963 to 409,443, a gain of more than 100 per cent. The enrollment in other secondary schools rose from 94,931 to 107,633, a gain of only 13.5 per cent., the rate of increase being about the same as that of the increase of population. 3. The statistics show that in these nine years marked progress has been made toward the concentration of school work upon a few central studies, in place of the tendency toward scattering which was formerly manifest. The rate of increase in the number of students pursuing such studies as algebra, geometry, history, Latin, and German far exceeds the rate of increase in the total enrollment. This fact indicates that studies of central importance are receiving recognition of their proper place and value; while other studies are being relegated to a secondary position or altogether excluded from the schools "Many hundreds of schools," says the Commissioner in his report, "which formerly offered courses of study made up of elementary and secondary branches, now confine their instruction strictly to high-school studies. This may be seen in the steady increase in the proportion of students pursuing these secondary studies." So, too, in the private schools there are "indications of the strengthening of the secondary courses of study as in the case of the public high schools. Mixed courses made up of elementary and secondary studies are being replaced by courses in which only secondary studies proper are included. The demand for a better preparation of students for college is being met by private schools of secondary grade in all parts of the country. "13 4. If now we arrange the studies of our table with statistics running from 1889-90 to 1897-98 according to the rate of increase in the enrollment of students pursuing them in the period extending from 1889 to 1898, we have the following order: From these figures it appears that the study of Latin in the last nine years has gained in the enrollment of pupils at a rate greater than that of any other secondary-school study. The total gain of 174 per cent. is more than double the percentage of increase in the total enrollment of pupils in the schools. While the enrollment of pupils in Latin has thus increased 174 per cent., the increase of enrollment in German has been 131 per cent., and in Greek 94 per cent. In the same period the increase in the enrollment in physics has been 79 per cent., and in chemistry 65 per cent., 5. It is at least encouraging to the friends of classical study to notice that in 1897-98 almost one-half of all the pupils enrolled in the secondary schools ( 49.44 per cent.) were engaged in the study of Latin. With this general increase of interest in Latin studies undoubtedly will come also a fuller recognition of the importance of Greek as an educational instrument. In the next decade an even more rapid increase in the enrollment of students in Greek may be expected than the very satisfactory one of 94 per cent. reported for the period covered by the table. The figures for this are given up to 1897 in the Commissioner's Report, p. 1874. APPENDIX C GEOGRAPHICAL DISTRIBUTION OF CLASSICAL STUDENTS IN THE SECONDARY SCHOOLS OF THE UNITED STATES IN 1889-90 AND IN 1897-98 Table showing the number of classical students in the secondary schools of each state and territory in 1890 and 1898: I 1 The statistics here given are taken from the Report of the Commissioner of Education for 1889-90 and from an advance sheet of the Report for 1897-98, 2 The figures for Latin in 1890 in the South Central Division really foot up 8,117, instead of 7,253, as given here. The error is due to an incorrect addition on p. 1390 of the Report of the Commissioner of Education for 1889-90. The additions of all the figures given have been carefully tested, and no other error has been discovered. REPORT OF THE COMMITTEE OF TWELVE OF THE MODERN LANGUAGE ASSOCIATION OF AMERICA The committee appointed two years ago to make recommendations upon the subject of preparatory requirements in French and German has the honor to submit the following report: 1 SECTION I. PRELIMINARY It will be remembered that the appointment of the committee grew out of a request of the National Educational Association, which has for some time been endeavoring to bring about a better regulation of secondary instruction in the subjects usually required for admission to American colleges. In pursuing this laudable undertaking the National Educational Association very properly saw fit to ask for the advice of various professional bodies, our own among the number. In particular, it was desired that we draw up model preparatory courses in French and German, and make recommendations concerning the practical management of these courses. The matter was brought to the attention of both branches of this association at the sessions of 1896, and we were asked to take appropriate action. As the business appeared to be of very great importance, it was thought best to turn it over to a large committee having a somewhat general mandate to investigate and report. The resolution under which the committee was appointed reads as follows: That a committee of twelve be appointed (a) to consider the position of the modern languages in secondary education; (b) to examine into and make recommendations upon methods of instruction, the training of teachers, and such other questions connected with the teaching of the modern languages in the secondary schools and the colleges as in the judgment of the committee may require consideration. That this committee shall consist of the present president of the association, Professor Calvin Thomas, as chairman, and eleven other members of the association, to be named by him. That the association hereby refers to this committee the request of a committee of the National Educational Association for co-operation in the consideration of the subject of college-entrance examinations in French and German. In pursuance of this resolution the committee was made up early in the year 1897, and began its work by preparing a circular, which was sent 'The report was submitted in December, 1898, to both branches of the Modern Language Association, but owing to its length it could not be read in its entirety. The chairman of the committee was accordingly directed to have the report printed and mailed to the members of the association, who would thus be in a position to consider the document intelligently and vote upon the question of its adoption at the session, or sessions, of December, 1899. At the same time permission was given to hand in the report, with the necessary explanation, to the Committee on College-Entrance Requirements of the National Educational Association. out to some 2,500 teachers. The object of the circular was to obtain information with regard to the present status of secondary instruction in French and German in the country at large, and also to elicit opinions with respect to a number of more or less debatable questions which, as was thought, would be likely to arise in the course of the committee's deliberations. Several hundred replies were received and collated, and the information thus obtained was laid before the committee at a session held in Philadelphia one year ago. We have not thought it wise to cumber this report, which will be long enough at the best, with a detailed recital of these statistics. Suffice it to say that, taken as a whole, they give us a picture of somewhat chaotic and bewildering conditions. Under various names our secondary schools have a large number of courses in which French and German figure as prominent or as subordinate subjects of instruction; courses of one, two, three, and four or more years; courses providing for two, three, four, or five recitations a week, and for recitation periods ranging from twenty-five to sixty minutes. And when we come to the colleges and higher scientific schools, the requirements for admission are hardly less multifarious. Various bachelor's degrees are conferred, and for admission to the courses leading to these degrees French and German figure variously, according as the modern language is offered in addition to the Latin and Greek of the classical preparatory course, or in place of Greek, or as the main linguistic study. Some of the colleges have also an elementary and an advanced requirement, with options variously managed. Upon surveying the intricate problem thus presented, the members of the committee perceived at once that any report which they might make, if it was to be really useful, must be adapted, so far as practicable, to the conditions as they are. It was not for us to recommend radical changes in the American system, or lack of system, which has grown up in a natural way and must work out its own destiny. It was not for us to attempt to decide which of the various competing courses is the best course, or to antagonize any particular study. Nor could we assume to dictate to the colleges just how much knowledge of French or German, or both, they shall demand for admission to this, that, or the other undergraduate course. The colleges would certainly not consent to any surrender of their liberty to regulate their requirements in their own way. Most important of all, it was not for us to propose any arrangements which could be taken to imply that secondary instruction in French and German exists only for the sake of preparation for college. The great majority of those studying the modern languages in school do not go to college at all. Our secondary education must be recognized as having its own function, its own aims and ideals. In the great mass of the schools those who are preparing for college receive instruction in the same classes with those who are not preparing for college. And this |