The record-union., 1897-11-26
SECONDARY EDUCATION.
MOVEMENTS REGARDING 1T IN
THE UNITED STATES.
Interesting Essay Read Before the
Teachers Institute Tues
day by Frank Tade.

On Tuesday morning at the Teachers
Institute Frank Tade, Principal OF the
Union High School at Elk Grove, read
an interesting paper on Some recent
Movements in Secondary Education IN
the United States With Particular Ref
erence to the Course of Study
The paper is as follows:
Among the many problems which
have been the objects of study and IN
yestigation by scientific educators OF
the United States in the last few years,
not the least, either in Importance, dig
nifty or comjlexity, is that of the course
of study for secondary or high schools.
Whether secondary education be con-
sidered as the elimination OF element
ary on primary education, or as the
preparation for higher or university
education, we are forced to acknowledge
ahe prime importance of the questions
as to what should make up the course
OF study, how much of each subject.
and the rigidity or elasticity of the
course to suit the varying condllonS
presented by different minds.
1t may be conducive to a clearer un-
ilerstanding of the situation to call your
attention to the dual nature of the Sec
y
function; first, to complete the system
of common public school education;
secondly, to begin the system of higher.
college and university training. These
objects or ends for which our secondary
schools exist are by no means identi-
@cal. They are, indeed, quite different
IN some respects; the one contemplates
a finished product, so far as formal
ba
Spther a mined still in the plastic condi-
1ion TO be further developed and train
ed; the one looks to the completion of
4he mental provision of considerable
percentage of youth, the other to the
proper training of the minds of a COM
paratively small number for future in
aellectual work of a. more intense and
Varied nature. Though they have many
points in common, yet the latter end
tnamely, to afford preparation for high
Rr education,) possesses some properties
peculiar to itself. For instance, to one
rwhose education ends with the high
school, 1t is of no particular concern,
nor should it have any direct bearing
or effect upon the scope of his instruc-
tion, what subjects and what definite
amount of any subject may be required
for admission to any given institution
of higher learning. But they are of in
'disputable Importance to the interests
Esof that one who intends to enter said
college or university.
Bearing in mind, then. the two offices
Sof secondary education, if we take the
first one, the expansion, or the contrac-
dion. or the rendering more or less pli-
able to accommodate Individual prefer
ences, in fact, any modification of the
curriculum Of secondary schools is of
much moment, since the mental equip
ment of a constantly growing number is
dependent directly and chiefly upon
what is received from secondary educa-
s1ion.
And we are likewise led to the same
conclusion of the unquestionable i'm
sortance of the problem, if we regard
the secondary school as preparatory to
she college. To complete an easy and
frictionless and thoroughly natural
transition from the one to the other
SIS the desire of the educators into whose
hands the student is to come finally,
and the degree of excellence and thor
oughness of preparation is manifestly
affected by the course of study. The
college authoritatively states the terms
npon which it will receive candidates
Tor admission, what subjects, and the
amount and quality of each. Con.e-
quently, any alteration of these ele-
'ments is of paramount Importance to
both parties concerned, and we gener-
ally find an obedient response to the
suggestions proceeding from the higher
body.
The dignity of the problem, the near
and remote consequences of the final
solution and it's essential importance
combine to render it worthy of the care
1ui consideration that has been and is
now being accorded If. The complexity
OF the problem, I take it, is not as
great as that Of the corresponding one
OF the course of study for elementary