Such a strain on pupils would very soon destroy all elasticity and the reaction essential to individuality would cease.

Of course the members of the subcommittees would never for a moment approve such a programme. Each set of experts supposed that the demands of the other conferences would be modified and adjusted in such a way as to make a reasonable programme after allowing their special topic the time required.

The report of the committee of ten proceeds next to show in Table III that the demands of the subcommittees can not be made reasonable even by cutting them down uniformly 20 per cent and allowing four recitations or lessons a week where five lessons are asked for. Even this programme in Table III would demand for the second and fourth years an average of 6 lessons per day.

Up to this point, therefore, the results of the report are negative as far as making a programme is concerned. It is with Table IV that the committee of ten first offers a programme that it considers practicable. In order to reach this it was necessary to drop the guidance of the subcommittees and commence in earnest the study of the comparative educational values of the general branches, and secondly the necessary order of evolution of said branches and their adaptation to the several stages of maturity that the pupil reaches in the secondary school.

I would call special attention here to the fact that the committee of ten considered first the normal standard for the programme and resolved unanimously that in no case should there be more than 20 recitation periods or lessons a week, and only 15 of these (or 3 per day) should be such as require previous preparation on the part of the pupil. This fact makes unreasonable all those attacks on the report which condemn it for requiring too much work of the pupil in the secondary school. The recommendations of the committee of ten do not err in this respect, for they fall safely within the hygienic limits prescribed in the most cautious and conservative schools.

Turning to Table IV, which contains this model programme, not compiled from the results of the subcommittees, but formed in view of the conflicting necessities of hygiene, of preparation for college or the technical school, and of comparative educational values-turning to this table we find four programmes, a purely classical, a Latin-scientific, a modern language programme, and an English programme. I may be believed when I say that the formation of the classical programme consumed nearly all the time devoted by the committee of ten to discussions. It was easy after making the classical programme to omit Greek and substitute more science and modern language to form the Latin-scientific programme, and in the third or modern language programme to substitute more modern language for Latin. The so-called English programme was formed by increasing the time devoted to English language and literature and reducing the number of foreign languages studied to one, which might be an ancient or a modern language.

The chief result of the committee's report, so far as a practical recommendation is concerned, therefore, is to be found in the classical programme of Table IV. This gives Latin five hours per week during the first and second years, and four hours the third and fourth years. Greek has five hours per week in the third and fourth years and does not appear at all in the first and second. This arrangement makes the separation of the pupils who are fitting for college from those who are taking the scientific or modern language or English programme take place at the beginning of the third year, and offers the desirable opportunity for change of mind on the part of the secondary pupil after he has completed his second year and begins to see what education means. He may defer the question of college until the commencement of the third year.

The mathematical studies are, algebra, four hours a week in the first year and two hours a week for half of the third year; geometry, three hours a week second year and two hours a week half of the third year; trigonometry and higher algebra, elective in the fourth year for three hours a week; English language and literature,

rhetoric, composition and the like studies require four hours a week first year, two hours a week second year, three hours the third year, and two hours fourth year. The natural sciences are represented by physical geography three hours a week first year. This branch includes an elementary view of the organic aspects of nature, such as botany, zoology, ethnology, meteorology, geology, and astronomy. The other aspect of nature is physics, molar or molecular, called "natural philosophy" and "chemistry." Natural philosophy is assigned three hours a week second year; chemistry three hours a week fourth year. General history has four hours a week first year, three hours a week second year, and is elective with trigonometry for three hours the fourth year. Finally a modern language, French or German, takes four hours a week second year and third year and three hours a week fourth year. This result seemed to the committee a pretty rich programme after all; it was reached only after harmonizing apparently irreconcilable conflicts. It provides for Latin, Greek, mathematics, natural science, history, English literature, and modern languages.

From this hasty survey of the report of the committee of ten let me now turn your attention, for a moment to the fundamental questions that concern the course of study and to the reasons that have made this item in secondary schools the weakest part of our school system, although it must be confessed that the teachers in the secondary schools are on the whole more skillful, so far as command of methods is concerned, than the teachers in the elementary schools or the professors in colleges. Let us glance first at the central idea of the elementary school.

We can deduce the course of study quite easily from the idea of the school as an instrumentality designed to connect the child as the new individual with his race, and enable him to participate in civilization.

By education we add to the child's experience the experience of the human race. His own experience is necessarily onc-sided and shallow; that of the race is thousands of years deep and it is rounded to fullness. Such deep and rounded experience is what we call wisdom.

To prevent the child from making costly mistakes we give him the benefit of seeing the lives of others. The successes and failures of our fellow-men instruct each of us far more than our own experiments.

The elementary school attempts to give this wisdom in a systematic manner. It uses the essential means for its work in the shape of text-books, in which the experience of the race is digested and stated in a clear and summary manner, in its several departments, so that a child may understand it. He has a teacher to direct his studies and instruct him in the proper methods of getting out of books the wisdom recorded in them. He is taught first in the primary school how to spell out the words, and how to write them himself. Above all, he is taught to understand the meaning of the words. All first use of words reaches only a few of their many significations. Each word has many meanings and uses, but the child gets at only one meaning, and that the simplest and vaguest, when he begins. His school work is to train him into accuracy and precision in the interpretation of language. He learns gradually to fill each word of the printed page with its proper meaning. He learns to criticise the statements he reads, and to test them in his own experience and by comparison with other records of experience.

In other words, the child at school is set to work to enlarge his own puny life by the addition of the best results of other lives. There is no other process so well adapted to insure a growth in self-respect as the mastery of the thought of the thinkers who have stored and systematized the experience of mankind.

This is the clue to the hopes founded on education. The patriotic citizen sees that a government managed by illiterate people is a government of one-sided and shallow experience, and that a government by the educated classes insures the benefits of a much wider knowledge of the wise ways of doing things.

The work of the school produces self-respect because the pupil makes himself the measure of his fellows, and grows to be equal to them spiritually by the mastery of their wisdom. Self-respect is the root of the virtues and the active cause of a career of growth in power to know and power to do. Webster called the free public schools "a wise and liberal system of police by which property and the peace of society are secured." He explained the effect of the school as exciting "a feeling of responsibility and a sense of character."

This, he saw, is the legitimate effect. For as the school causes its pupils to put on the forms of thought given them by the teacher and by the books they use; causes them to control their personal impulses and to act according to rules and regulations; causes them to behave so as to combine with others and get help from all while they in turn give help; as the school causes the pupil to put off his selfish promptings and to prefer the forms of action based on the consideration of the interests of others— it is seen that the entire discipline of the school is ethical. Each youth educated in the school has been submitted to a training in the habit of self-control and of obedi ence to social order. He has become to some extent conscious of two selves-the one his immediate animal impulse and the second his moral sense of conformity to the order necessary for the harmonious action of all.

Curious scholars have explored and recorded the methods of education of all peoples; for each people has some way of initiating its youth into the manners and customs and intellectual beliefs which constitute the warp and the woof of its civilization. The bulk of all education is performed by the family in all ages. The lessons in the care for the person; the conventional forms of eating and drinking; behavior toward strangers and toward one's relations; the mother tongue; the stock of beliefs and such habits of scientific observation as may exist in the community; the ideals of life; the duties of a citizen; the consciousness of nationality and the sentiment of patriotism that depends on it; the elementary arts and trades such as exist within the home; all these things are learned within the family. But letters and science are usually taught, if taught at all, by a teacher set apart for the work, and his department is called the school.

The school is the auxiliary institution founded for the purpose of reenforcing the education of the four fundamental,institutions of civilization. These are the family, civil society (devoted to providing for the wants of food, clothing, and shelter), the state, and the church. The characteristic of the school is that it deals with the means necessary for the acquirement, preservation, and communication of intelligencethe mastery of letters and mathematical symbols; of the technical terms used in geography and grammar and the sciences; the conventional meaning of the lines used on maps to indicate water, mountains, towns, latitude, longitude, and the like. The school devotes itself to instructing the pupil in these dry details of arts that are used to record systematic knowledge. These conventionalities once learned, the youth has acquired the art of intellectual self-help; he can, of his own effort, open the door and enter the treasure house of literature and science. Whatever his fellowmen have done and recorded he can now learn by sufficient diligence of his own. The difference between the part of education,acquired within the family and that acquired in the school is immense, incalculable. The family arts and trades, manners and customs, habits and beliefs, have formed a sort of close-fitting spiritual vesture, a garment of the soul always worn and expressive of the native character, not so much of the individual as of his tribe or family or community. He, the individual, had from birth been shaped into these things as by a mold; all his thinking and willing and feeling have been molded into the form or type of humanity looked upon as the ideal by his parents and acquaintances.

This close-fitting garment of habit has given him direction, but not self-direction or freedom. He does what he does blindly, from the habit of following custom and doing as others do.

But the school gives a different sort of training; its discipline is for the freedom of the individual. The education of the family is in use and wont, and it trains rather than instructs. Its result is unconscious habit and ungrounded prejudice or inclination. Its likes and dislikes are not grounded in reason, but are unconscious results of early training. But the school lays all its stress on producing a consciousness of the grounds and reason for things. I should not say all its stress; for the school does in fact lay much stress on what is called discipline-on habits of alert and critical attention, on regularity and punctuality, on self-control and politeness. But the bare mention of these elements of discipline shows that they, too, are of a higher order than the habits of the family inasmuch as they all require the exertion of both will and intellect consciously in order to attain them. The discipline of the school forms a sort of conscious superstructure to the unconscious basis of habits which have been acquired in the family.

School instruction, on the other hand, is given to the acquirement of techniques; the technique of reading and writing, of mathematics, of grammar, geography, history, literature, and science in general.

One is astonished when he reflects upon it at first to see how much is meant by this word technique. All products of human reflection are defined and preserved by words used in a technical sense. The words are taken out of their colloquial sense, which is a loose one, except when employed as slang. For slang is a spontaneous effort in popular speech to form technical terms.

The technical or conventional use of signs and symbols enables us to write words and to record mathematical calculations; the technical use of words enables us to express clearly and definitely the ideas and relations of all science. Outside of technique all is vague hearsay. The fancy pours into the words it hears such meanings as its feelings prompt. Instead of science there is superstition.

The school deals with technique in this broad sense of the word. The mastery of this technique of reading, writing, arithmetic, geography, and history lifts the pupil on to a plane of freedom and self-help hitherto not known to him. He can now by his own effort master for himself the wisdom of the race.

By the aid of such instruments as the family education has given him he can not master the wisdom of the race but only pick up a few of its results, such as the customs of his community preserve. By the process of hearsay and oral inquiry it would take the individual a lifetime to acquire what he can get in six months by aid of the instruments which the school places in his hands. For the school gives the youth the tools of thought.

Looking for the application of .this technique we see two worlds-nature and man. Nature contains, first, abstract or inorganic objects, matter, and motion, to which arithmetic, algebra, and higher mathematics relate; then, secondly, it contains organic objects, like plants, animals, and men. This phase of nature, including vegetable and animal growth and the requisite conditions of climate, land and water and air, are treated in geography.

Hence the child has two studies that give him an insight into nature as the support of his life and as the instrument for him to conquer and use in the shape of machinery, motive powers, food, clothing, and shelter.

With his first lesson in arithmetic he learns something fundamental about the conditions of existence in time and space. Matter and force not merely happen to obey mathematical laws, but they have to do so as a primordial necessity of their nature. Every lesson in geography from the first is of practical use in giving the child command over organic nature.

Taking the other side of school instruction we find a happy selection of what reveals man to himself. Man as an object is body and soul-the body is a physiological object like animals and plants; the soul is intellect, will, and feeling. The child does not study psychology as such, but something better for him than psychology, for he studies the products of man's intellect and will and feeling. He

studies the structure of language in grammar, and this reveals the structure of intellect. He studies in literature the revelation of the human heart-its feelings, emotions, and aspirations, good and bad. Literature portrays the rise of feelings and their conversion into actions and ideas by the will and intellect; it shows the collisions of evil feelings with good. History, again, shows the human will in its distinctive province, for the will of man is manifest not so much in individual adventures as in the formation of states and religious movements and social changes. This is collective will, the will of the nation or people, and it is manifest in wars or in great social movements, such as colonization, the building of cities, internal improvements, commerce, productive industry, etc.

History reveals man to himself by showing him his deeds. Literature reveals man to himself by showing him his character in its process of formation-the ultimate springs of action as they well up from the unconscious depths of the soul. Grammar, philology, and language studies reveal the essential structure of the soul, its logical constitution as a self-activity or self-consciousness.

There are no other phases of nature and man than these five which we see are contemplated by the five chief branches of study in the district schools.

Secondary education must go on in the same direction, opening windows of the soul in five directions so that the pupil gets a better insight into these cardinal provinces of nature and man.

Therefore the secondary pupil will continue his study of mathematics, taking up algebra and geometry; of language, studying the ancient languages from which civilization has been transmitted, and modern languages. He will continue the view of organic nature, given in geography, by studying the outlines and methods of such natural sciences as geology, astronomy, physiology, zoology, and botany; continue history by adding to the special study of the United States, begun in the elementary school, the study of general history; continue the study of literature, begun in the school readers, by systematic study of the greatest writers like Shakespeare, Milton, Spenser, and Chancer, in selected complete works of art, together with a history of literature. Mathematics are reenforced by physics (called natural philosophy) treating of the mathematical laws of solids and fluids.

To these branches which the ideal course should contain there are certain incidental studies or arts of a useful character, such as vocal music, bookkeeping, calis. thenics, shorthand writing, cooking, woodworking, etc., which are added, some of them, to the high school courses of study throughout the country. The modern languages taught are usually German and French. The ancient languages are Latin and Greek.

It must be noticed in studying the secondary education of the United States that it stands between two other self-regulated systems of schools-the elementary, whose course is determined by the school committees, and the higher, whose course is determined by college faculties and boards of trustees. These two independent directive powers do not act in perfect harmony. Hence the secondary school has a twofold course of study to provide for-that indicated by the elementary school and that required by the college for admission.

But the public high schools are under the control of the school committees elected by the people. This causes them to lay more stress on a continuation of the fivefold course of elementary schools than on the studies required for admission to college. On the other hand the private secondary schools lay the most stress on preparation for college. Here is one of the greatest defects in our system—or lack of system. The ideal course of study demands that five windows of the soul be kept open. The old preparatory school laid stress on Latin, Greek, and mathematics, neglecting all else. These three branches opened only two or three windows (to keep up our symbolism); mathematics gave the key to inorganic nature; Latin and Greek answered to grammar and literature, chiefly to grammar or the logical side of the soul, with a little touch of history and literature on the sides of the will and sensibility. Nature