The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1910-03-08
yates has increased 100 per cent, as
shown by the following table:
HIGH SCHOOLsGRADIJAT 1S9S-1909

1SO1 20 "a 81
1903 :. :. . AZ 50 101
1904 . . - ~ 10 116
19O3 .--.-....... 43 81 15z
1SVO 49, -. ........- % w 14o
1SOf ........s..... AZ 20 LII
1SOo.- -..... $500. Al 99 i4o
ISu9 49,. so 11O 1dV
1S1O--.- -. -. 81 -
This also shows that the high school
advantages have become more attrac-
tive TO the young people of our city, a
TACT which is highly creditable both to
the school and to our people.
Topeka Compared With Others.
Not only is the present condition of
the high school gratifying when COM
pared with its past record, but a COM
parison of the Topeka high school with
high schools in other typical cities
places our high school and the Topeka
public schools as whole in a most en-
viable position.
Mr. Leonard P. Ayres, secretary of
the Russell Sage Foundation. has made
an exhaustive study of the public
schools in SO typical cities of the United
States. He establishes as a test of the
efficiency of school system the per
cent of the number of children enter
ing school for the first time in the first
grade found in each grade and in the
high school. The larger per cent found
in the upper grades and the high school
the greater the efficiency of the school
system; /. e., the better it serves the
community OF the SO cities investi-
gated, the ten highest are Quincy,
Mass, Aurora, ILL.,, Haverhill, Mass,
Decatur, ILL.,, Fort Wayne, Ind, Grand
Rapids, Mich, Omaha, Neb., Kingston,
n. Y. Waltham. Mass, Medford, Mass.
The average per cent of the number of
beginners in the two upper grammar
grades and in the four years of the
high school is as follows: Seventh
grade, 70 per cent; eight grade, 81 per
cent; high school, first year, 40 per
+.
year. IA per cent; fourth year, 10 per
cent. In 1889 Topeka's record was
slightly above the average: Seventh
year. IS per cent; eighth grade, 40 per
cent; high school, first year, 40 per
cent; second year, % per cent; third
year, IL per cent; fourth year, IL per
cent. The highest city in the list of
80 is Quincy. Mass, which shows the
eighth grade, 80 per cent; high school,
first year, 81; second year. 35; third
year, p; fourth year, ISL. In 190S-1901
Topeka's record was: Seventh grade,
81 per cent; eighth grade, rs per cent;
high school, first year, 81 per cent: sec
ond year, 4S per cent; third year, 80 per
cent; fourth year. 29 per cent. That is,
if Topeka had been included in the list
of cities investigated, its record would
have given it the first place in the per
grades and the high school. In respect
to the per cent in the fourth year of
the high school. Topeka would rank
second; and in the four high school
classes Topeka would rank third.
Explains Topeka's Standing.
A pertinent and important question
arises here. viz, What is the reason for
this prominence? I believe that the
explanation is easily found and that it
includes the following:
First-The character of our people.
While Topeka is not a city of great
wealth, has no leisure classes, it is a
city of homes and of temperate and in
dustrious people, oswho are more inter
ested in providing superior advantages
for their children than in anything else.
Second-The character and quality of
the work done in the elementary
schools by principals and teachers who
direct the work of the elementary
grades, and especially of the seventh
and eighth. are so capable and inspir-
ing that the pupils complete the work
Of these grades and enter the high
school in larger numbers from year TO
year, and are better prepared year by
torily the work that is provided for
them in the high school course.
Third-The splendid opportunities
which the high school affords. Asso-
citation in work and study and play
with the thousand or more students.
who in ambition, intelligence. and
earnest moral purpose are equal to any
similar group anywhere in all the
obtaining. Every member of the high
school faculty is capable of filling a
similar position in the best high school
IN the United States, if there is one
better than our own. The appliances
and equipment are the best of their |
kind and can be made ideal with such |
extension as should be possible in the |
near future.
Fourth-The f1exibility of the course |
Of study, which is adapted to meet the |
rfFlr nndc DC e-f.r 70
who wish to prepare for the colleges |
and universities which are the most ex- !
acting in their requirements can plan |
their high school course SO that they |
While those whose formal education |
will not extend beyond the high school |
may have the best that can be found |
IN the peoples college, as the high |
school has been aptly called.
Developing High School Course.
The history of the development of the |
course of study in the Topeka high |
tive story. In 1892, when the late R. B. |
WEIGH was president of the board, the |
high school had three years course |
Of study, which was not quite sufficient |
to prepare students for admission TO |
the freshman class of college. Mr.. |
WEIGH found that his son, who had |
graduated from the high school, was |
not so well prepared for college as he |
thought he should be, and therefore ne |
arranged for postgraduate year, |
which became a permanent extension |
IF the course. In 1898 when 1 became |
of the high school there were |
N operation seven separate courses + /
study in accordance with the plan |
which was then generally followed in /
nigh schools. In each of the seven /
courses the studies were all COM
and the only choice open to the |
student was offered on the day of his
Ill., !, faI FrnrN F7o
seven courses the one which he eX-
oected to follow for the four ensuing |