COMPARATIVE STATISTICS OF SECONDARY SCHOOLS. Tables 33 and 34 bring into comparative view the particulars summarized in the foregoing tables. Confining our attention to public schools, it appears that a little more than onethird of the pupils pursue English branches exclusively; in the partly public the proportion is still larger. Latin holds a prominent place in the curriculum, and is evidently not merely the sign of a course preparatory to college or to scientific school, since the proportion of pupils pursuing it is much greater than the proportion intending to matriculate, as will be seen by the comparison of Columns 3 and 8. It is interesting to note that notwithstanding the enthusiasm for science and the commercial value of scientific knowledge, the classical preparatory course attracts a larger proportion of scholars than the scientific, even in the public high schools, which are often charged with fostering too largely the money-making propensity. Table 34, Divisions B and C. derived from the statistics of private schools for boys and for both sexes, include one column more than Table 33, showing the number of pupils not distributed under the specified languages. The larger proportion of the schools not answering the questions relating to particular studies give some data from which the facts may be inferred. As regards the schools for both sexes, viz, Table 34, Division C, the inference is that the majority of the undistributed pupils are in English branches only, while in the case of the schools for boys (Table 34, Division B), the reverse is to be inferred. In the schools for boys, as in the public high schools, Latin is a leading feature, and in all classes of secondary schools it holds the first place among foreign languages. The schools for boys are the only secondary schools, as a class, in which Greek has prominence; it is noticeable, further, that they show the highest percentages in all the languages, except French, in which the schools for girls take precedence. About one-third of the work of the boys' schools is professedly preparatory to college or to scientific school, the proportion in the classical preparatory being a little more than double that in the scientific. The relation of the several particulars embodied in Tables 33 and 34, as it appears for the entire country, is shown in Table 35. Several considerations applicable to all classes of secondary schools are suggested by the statistics before us: First in order is the importance of a well ordered English course, in which the studies, their sequence, and the time allotted to each, shall be carefully and intelligently determined. Second, the importance of determining the proper relation of Latin to secondary training in general. Third, the importance of so adjusting the preparatory courses and those of superior schools as to prevent waste of time and effort by the overlapping of studies. Although individual schools can be instanced in which these essentials are well ordered, considering the country at large there is serious want of authoritative agencies to systematize the work along the lines indicated. A few such agencies have been organized in particular States. First among these should be noted the supervisory work of the regents of the University of the State of New York. In order to have the benefit of the regents' inspection and examination and to share in consequence in the distribution of the literature fund, academies and union schools must comply with the following conditions: "The possession of property amounting to at least $5,000 over and above all incumbrances, and that the debts shall not exceed the one-third part of said property; and that, besides the buildings (which, as required by law, must be of the value of at least $2,000), said property shall include a library of suitable books worth at least $500, and apparatus and collections suitable for instruction in physics, chemistry, and natural history, worth at least $500; and that reasonable assurances exist of a sufficient income for the suitable support of said acaderay and of the attendance thereat of at least 25 scholars who are qualified to pursue the proper studies of an academy." The following survey of the academic examinations is from the annual report of the regents of the university for the year 1885-86: "In 1866 the system of academic examinations was organized by the board, for the purpose of determining in a more satisfactory manner the number of qualified scholars entitled each year to share in the distribution of the literature fund. The first year in which this test was applied, the number allowed as entitled to share in the distribution, was reduced from 20,443 in 1865 to 13,140 in 1866, in 1867 it fell to 10,806; a reduction in 2 years of nearly one-half. The minimum of 5,873 was reached in 1872, since which time the increasing number of schools and students, more thorough and efficient instruction, and the influence of exa minations in advanced subjects organized in 1878, have caused the number to steadily increase to 12,583 in 1886. "While these examinations were instituted as a more intelligent means than that before employed for determining a proper basis for the distribution of the literature fund and have more than fulfilled the expectations of their projectors in this particular, they have performed and are performing other and far more important functions, in testing, by instrumentalities outside the regularly employed means of instruction, the efficiency of that instruction; while at the same time the knowledge of the pupil is shown, a uniform standard of scholarship is established throughout the secondary schools of the State, and that standard is maintained at a much higher point than has before been reached in these schools. "The experience of two decades shows the wisdom with which the foundations of the system were laid. The patient and harmonious efforts of principals and instructors, of boards of trustees and boards of education, combined with those of the board of regents, have developed and strengthened the system until it has reached proportions and is performing functions not anticipated at the outset. "The system, entirely unique, has the almost unanimous support of those engaged in the work of secondary education in the State, and the fact that each year numerous inquiries are received in regard to the system and numerous applications made by secondary schools to be received under the visitation of the board, chiefly in order to share in the benefits derived from the system of examinations, bears witness that the system is fruitful in good results for the educational interests of the State." In 1885-86 the number of academies visited was 276, having 1,400 teachers and 37,735 scholars, of whom 12,583 were academic. The number of subjects covered by the examination questions was 41. While the regents' examinations have a stimulating effect in every part of secondary work, nearly all the other agencies for its improvement are directed to the course preparatory to college or to scientific school. Among these should be noted the system established in a number of Western States, whereby graduates of approved high schools are admitted to the universities without further examination. This becomes virtually a system of supervision. The following private associations devoted to the work in question have become well known through their published proceedings: The Associated Academic Principals of the State of New York; the Massachusetts Association of Classical and High School Teachers, and the New England Association of Colleges and Preparatory Schools. An outcome of the last mentioned is the Commission of Colleges in New England on Admission Examinations. The purpose of the Commission is sufficiently indicated by its name; its work is that of investigation, discussion, and advice. The wide-spread interest which its deliberations have excited shows that the problems with which it has to deal affect the entire country, so that the solutions which prove sufficient for the exigencies of one section will be of practical advantage to the others. The Commission was definitely established in September, 1886, and comprised the following colleges: Amherst, Boston University, Brown, Colby, Dartmouth, Harvard, Smith, Trinity, Tufts, Wellesley, Wesleyan, Williams, and Yale. The following statement is from the first annual report, covering the operations of the Commission for 1886-87: "At a preliminary meeting held April, 1886, the Commission considered the division of admission examinations into preliminary and final examinations, and made the following recommendations to the colleges: "1. Voted, To recommend to the several faculties to permit candidates in the preliminary examination to be examined only in those subjects in which their teachers certify that they are prepared, and in which they present themselves with their teachers' approval. 2. Voted, That this Commission suggest that the several faculties recommend the reservation of the following subjects until the final examinations: Vergil, Latin prose composition, Homer, Greek prose composition, geometry, French, and English composition." "On the 7th of January, 1887, at a special meeting of the New England Association of College Officers and Preparatory Teachers, the secretary of the Commission, by invitation, read an account of the formation of the Commission, and a statement of its proposed work. He invited the preparatory teachers to present to the Commission any questions which seemed to them important and germane to the work. Responding to this invitation, the Association appointed a committee to communicate with the Commission. This committee, consisting of Messrs. F. A. Hill, principal of the English High School, Cambridge; W. Gallagher, principal of Williston Seminary, Easthampton; and C. F. P. Bancroft, principal of Phillips Academy, Andover, sent a communication, which was presented to the Commission at its annual meeting in April, 1887." Sce, in this connection, scheme of admission requirements, Tables 38, 39, and 40. With respect to the appropriate functions of the Commission the communication set forth that the preparatory schools accepted the views formulated by the Association of the Colleges. As regards other matters of common interest the communication was as follows: "1. The preparatory schools undoubtedly approve the first vote of the Commission at its meeting in 1886, recommending to the several faculties to permit candidates in the preliminary examinations to be examined only in.those subjects in which their teachers certify that they are prepared, in which they present themselves with their teachers' approval. "2. The second vote of the Commission, recommending the reservation of Vergil, Latin prose composition, Homer, Greek prose composition, geometry, French, and English composition, meets, in its general purpose to set apart certain subjects as suitable for the final examinations, with entire approval. "3. The committee find that the reservation of French for the final examinations does not commend itself to the preparatory schools. This fact was apparent at the special meeting of the New England Association of Colleges and Preparatory Schools, held in Boston in January last. Wherever the committee have been able to ascer tain opinion about the proposed reservation, they have found dissent. "The objections raised are not against the theory that it is wise to prevent interruption in the study of subjects which would be continued after admission to college, but rather to the practicability of applying this principle fully, on the basis of a fair division of subjects between the preliminary and the final examinations. "The committee respectfully ask the Commission to consider the propriety of leaying French optional, at least for the present. 4. The committee beg leave to suggest that in the English requisitions, the limit, not only in the number and variety of authors and works recommended, but also in the annual changes, has been reached, if not passed. They regret the lack of uniformity that still exists in these requisitions, notwithstanding the fact that many colleges are in accord. "This committee also presented a communication requesting that the examination in Greek and in Roman history be divided. The fact that some colleges separate the two subjects while others do not, is, at times, a source of embarrassment." "Further, the statement was made, qualifying the suggestion as to the requirement in English, that there would be no serious objections to the quantity of reading at present required, if the pupils were not required to carry it all for examination purposes."" The report further states that: "By invitation, Mr. F. A. Hill, chairman of the committee sending the communication, appeared before the Commission and presented more fully the views of his committee. "As it appeared that the recommendation of the Commission to reserve French for the final examination had been adopted to some extent, it was thought best not to discuss that question at present. "The requirement in English was discussed at length, as it was clearly the question of most urgent importance in the conviction of the preparatory teachers. It was finally voted that further consideration of the subject be postponed until the next meeting of the Commission.' "This subject, therefore, is now before the colleges for their consideration. It is hoped that discussion by the several faculties may enable the Commission to take more definite action when it next shall meet." At this point the deliberations of the Commission have an important general bearing, since, as regards the mother tongue, all secondary courses may well be made uniform. The value to be attached to the study of English language and literature is not a matter of recent recognition, but the extension of courses in this direction, the improvement in methods of instruction, and the appointment of special teachers for the work are noticeable features of recent progress in the leading secondary schools both public and private. Several investigations in respect to this development are now going on in the Office with the view to a full report upon the same. Intimately connected with this subject is that of provision for other modern languages. Here the secondary schools are benefitted by the labors of the Modern Language Association, which embraces in its inquiries and deliberations both preparatory and collegiate courses. The views referred to were recorded in the following votes: "First. To maintain with punctuality the existing degree of uniformity in the requirements for admission. Second. To bring about a greater degree of uniformity in requirements upon common subjects. "Third. To bring about a greater degree of uniformity of regulations in regard to the division of admission examinations into preliminary and final examinations. "Fourth. To urge the use of identical examination papers upon common requirements." |