The record-union., 1897-11-26

are in the other, and because the early
formative state is more difficult to treat
judiciously than the later ones. Yet
the course of study, it seems to me,
is more involved and more comph-
Gated problem than that Of methods or
of discipline in secondary education.
Be that as it may, many considera-
dons certainly enter into the logical and
rational solution of the question.
1t Will hardly be possible, in the brief
limits of this paper to do more than
give a short outline of few of the
movements that have taken place re-
Gently, which have their origin in
recognition of the two phases of sec
ondary education which 1 have pre-
viously set forth.
Not many years ago the average sec
ondary school programme consisted of
a single course of study, or at most of
two courses of study, which the pupil
was obliged to pursue as laid down, if
he desired to graduate and obtain the
diploma of the school. The substance
of the preferred course of study was
Latin, Greek and mathematics. The
programme usually comprised also
smattering of general history, including
the history of English literature, the
writing of a few English essays, and,
occasionally, political economy and So
called mental science. This was the
classical course, always pursued by
those pupils who were going to college;
to it also most other pupils, possessing,
or at least claiming to possess, intel
lectual superiority devoted themselves.
The other course was, and often still
Is, either like the classical course with
Greek left out and French and German
substituted in its place, or both Latin
and Greek were omitted and science
and modern languages took their place.
In the latter case i. e. where both
Greek and Latin were omitted, their
places were often taken by an ill-assort-
ed aggregate of subjects treated rather
briefly and called English branches.
Because of the usual fragmentary char
acter of the studies substituted for the
classics, and because of the inferior in
struction often given in these substi
tuted courses, the nom classical course
was at first and for a long time after
ward inferior to the classical course.
Both of these courses of study were
defective. The obvious defects Of the
nom classical course need not be dwelt
upon. But the classical course was
equally defective. It's content and form
were determined by the requirements
for admission to colleges, as various as
the colleges themselves, but Of which
even at Harvard until three or four
years ago the most important subjects
were Latin, Greek and mathematics.
Here We first notice the beginnings
Of progressive movement. The origi-
nal single unsatisfactory non-classical
course has developed into a number of
independent parallel courses, partly or
wholly non-classical; each of which
aims TO meet the various needs Of nine
teenth century civilization. Out of what
was at first a weak, incomplete, ineffi-
cient substitute have arisen a number
of courses which rightfully claim and
occupy positions of equal educational
importance with that of the time-hon-
ored and traditional classical course
The context and form of the non-clas-
slcal courses have steadily improved.
Another important modification is
gradually finding recognition in our
secondary school programmes. Not
only may the pupil choose one Of sew
eral courses Of study offered to him in
every considerable high school, but
choices within these groups are per-
mitted, and there are high schools in
the East-and the number is increasing
in which at least one course Of study,
the general course, which is not de-
termined by college entrance require
ments, is entirely elective throughout
That is to say, not only does the mod
ern high school aim to provide an in
PRODUCTION to the culture and training
demanded by modern life but in doing
SO II seeks also to adapt its opportuni-
ties and demands to the tastes and
capacities of individuals. Instead of
adhering persistently to an inhexible
combination of subjects, the secondary
schools in these instances allow their
combinations to respond to individual
choice. The Importance of this change
In the secondary school opportunities it
is difficult to overestimate 1t is the
result of a clear perception of the fact
that the emergence Of individual tasks
and capacities is as important as ii
lis natural
In otner words we may say there has
been a tendency to the MULTIPLICATION of
distinct parallel courses Of study, and.
to a less extent to the extension of the
scope CT the traditional classical course,
and at the same time a growing dispo-
sition to regard these courses of study
as Of more nearly equal value and dig
nifty than heretofore; or at any rate a
Willingness to believe that all these
courses of study. through suitable selec
ton and arrangement of subject mat
ter and through good teaching. can be
made of substantially equal efficiency
for educational purposes.
These changes in secondary education
are the result of external demands
rather than a development originated
within. 1t was perceived rather dinlv
at first, but with increasing clearness
that individuals differ in their tastes
and capacities and consequent reason
able demands, and that a uniform
course OF study for ala Procrustean
bed, AS 1t were,-ignored these differ
ences, and, therefore, was not adapted
to the wants of all pupils. With the
recognition of this fact some secondary
schools gradually ceased their endeav-
ors TO impress their preconceived no
tons OF what was good for every in
dividual on the parents and on the mn
pil and began to adapt their opportuni-
ties 10 the real or supposed necessities
of the pupils and patrons The Jates.
form Of this adaptation is, however. not
merely the establishment of several dis
tlnct courses of study. one of which
must be pursued as laid down, but
choices are permitted within these
courses, and in some important high
schools three within a radius of twen-
ty miles of Boston, I believe-at least
one Of these courses of study offers a
wide range of electives. to be selected