The record-union., 1897-11-26

ton is Inadequate by reason of the at
tempt often made by single instructor
to cover number of branches and not
a confining of efforts to thorough work
in one particular branch. 1t is not my
purpose to discuss this point here but
to simply point out the fact that ele-
mentary science occupies a more prom
inent position in the curriculum than
heretofore.
| So much for the movements as affect
ing secondary education considered in
its first phase.
| One of the most powerful and appar-
emily most needed movements is that
looking towards uniformity of college
( entrance requirements, in other words,
the effort to remedy the great diversity
which exists in the constitution of
| courses of study Of. secondary
/ schools, regarded as preparatory to
higher institutions. This movement
had its origin in a meeting of the De-
partment of Secondary Education at
the National Educational Association
held at Denver in July, 1895, at which
time Professor VIM. Carey Jones of the
University of California, read a paper
on the subject What action ought to
be taken by universities and secondary
schools to promote the Introduction of
the programmes recommended by the
Committee of TEMP
| A plan of action was reported in the
form Of a resolution which recited the
| fact that "the most pressing need for
| higher education in this country is
better understanding between the sec
ondary schools and the colleges in re-
gard to the requirements FOR admis-
sion," and recommended the appoint
ment of a Committee of Conference
whose duty it should be to report at
the next annual meeting a plan for the
accomplishment of this end, so ur-
gently demanded by the interests of
higher and secondary education"
| The vital suggestion in Professor
Jones' paper was that there should be
a conference in connection with the
Department of Secondary Education,
that should take steps looking toward
the calling of a national congress of
representatives of the higher and sec
ondary education throughout the whole
country.
The report of the Committee of Ten
on secondary educa ton left the matter
| in an unfinished state, in fact the real
problem was not touched by that COM
mittee. The problem of the forma ton
of State systems of secondary educa-
tion is strongly emphasized by the rela-
tions Of the secondary schools to col
leges and universities-the relation en-
phasized by the report of the Commit
| tee of Ten. But the report passed over
| the fact that these relations cannot be
achieved permanently without a sys-
| tenn. How much could be done in that
| direction was to be determined by the
proposed body.
| During the following year, 1896,
| this joint committee carefully investi-
gated the existing college requirements
through inquiries directed to sixty rep
resentative colleges and universities
and tabulated the replies. This con-
stituted the preliminary report which
was presented to the Buffalo meeting
of secondary education and adopted.
The following abstract presents the sit
uation exactly:
In pleading for uniformity in college
entrance requirements there are a few
vital facts not to be ignored: ID Triple
function Of public High School, viz: to
equip pupils for the business Of life,
to give proper training to those who
will teach in common schools and to
prepare for college. CD Majority of
those who go to college come to the de-
cisfon late in their secondary course.
| CD Every one who has successfully de-
voted four years in a we'll equipped
secondary school should be admitted to
| any college in the country whatever
may have been the combination of
studies. To this end a secondary
course of study should be thoroughly
elastic, with varied electives.
| Taking up the series Of questions the
answers to which indicated the different
requirements, the first subject investi-
gated was:
MODERN FOREIGN LANGUAGES
OF thirty-eight institutions all ex-
| cept Harvard replied affirmativeiy to
| the first question, namely. that two
years devoted to French or German (the
last two) in a four years course, be-
sides four years of Latin and Greek
| are sufficient.
| To second question that three years
| of German or French be accepted for
| the same amount of time devoted TO
Greek nearly all answered yes, provid
| ed substitution of modern languages
| for Greek should be allowed at all;
many insisted that no amount of
| French or German can be considered
| as equivalent for Greek as a discipli-
nary study; some thought modern Ian
| guages preferable.
| To third question, almost universal
| answer was that four foreign Ian
guages should not be required, al
| though Harvard and one or two others
| thought they should be.
| To fourth question, large majority
| of colleges thought three years derot-
ed to one modern language better than
| two years to one and one year to an
| other
To fifth question, whether French or
| German should be accepted for Latin
or Greek for admission to any course.
| Harvard, Brown, Cornell, l.. S. J. u,
u. Of c., Of Illinois, of Indiana, of Texas
say yes; however, most of them depra-
| cate the necessity of admitting stu
| dents without a knowledge of Latin and
| allow it only in courses looking tow
ard b. of 5. degree. L. S. j. u. pre-
fers modern languages to ancient
A careful study of the foregoing re-
quirements show many deficiencies and
| incongruities and indicates a necessity
| for better understanding and re ar
rangement of requirements before sec
| ondary schools viii be able to shane
| their courses in harmony with the col
leges and to the satisfaction of the peo-
| pie.
| UPON THE SUBJECT OF GREEK.
| Less difference and more agreement
are apparent on this subject. Upon
conclusion from the table of replies is
| founded the proposition that without
| burdening the schools or lowering the