The statistics from Michigan high schools, to which I have heretofore referred, say that the ratio between the entering and the graduating classes is 3: 1. Every high school principal knows how discouraging is the loss of ninth and tenth grade pupils. This is due in large part to the great amount of work required of ninth grade pupils, and the method of teaching compared with the methods of the grammar schools. The system of special teachers, while necessary in some degree, is responsible for much of the disheartenment and failure in the first weeks of the high school A special teacher of algebra, a special teacher of Latin, a special teacher of English, each eager to have his own work done best, ignorant of the demands made upon the pupil's time in other departments, careless of the great change in a pupil's habit of school life on entering the high school, conspire to overload the pupil in his first days of unacquaintance and embarrassment. Add to this the large session rooms where pupils are herded in droves, with the indifference too often shown by high school teachers, and it is not difficult to account for the loss of many good pupils.

course.

All this cannot be remedied by a course of study, but a beginning can be made by reducing the number of recitation periods to sixteen. This our proposed course of study does. It also omits the subjects proposed by the Committee of Ten, of German, chemistry, and trigonometry from the classical course, and astronomy, meteorology, geology, and physiology entirely. This it seems to me is wise. The high school is not a university, and more harm than good must come from a dip into all the ologies rather than an intensive study of one or two. The Committee of Ten, in their earnestness to satisfy everybody, well nigh outlined a "Catholepistemiad," as the first draft called the University of Michigan.

Our proposed course is refreshingly free from optional studies, which have little or no place in a high school program. Four courses may be maintained; and, when a choice has been made among the courses, a pupil should follow the guidance of his teachers and the curriculum, and not be allowed to choose and substitute this for that even to confusion. In each course outlined is found one optional three-hour study, and in the English course one optional five-hour science besides. These might well have been filled out, it seems to me, at least the three-hour course, with work in history. Physics and botany are required for all courses in conformity with the requirements of the University; and besides these, chemistry is prescribed for the scientific and English courses, together with an optional science for the English course. A detailed criticism of this report might suggest some other changes. Why should English grammar be taught in the ninth grade? Why should United States history and civil government be omitted from the classical course? But this is not the place for particulars.

In one of a series of statistical articles which have recently appeared in Harper's Weekly, Mr. F. W. Hewes shows, in the issue of December 7, 1895, by an ingenious diagram, the relative proportion of students pursuing the various studies in secondary schools. Algebra heads the list, 48 per cent; Latin stands next, 39 per cent; physics, 25 per cent; geometry, 21 per cent; German, 15 per cent. The Committee of Ten proposes, for the classical course, that the most time be given to Latin, the next largest amount to English, the next to history, the next to algebra, the next to geometry. Our Michigan committee gives in order, -Latin, English, algebra, geometry, history. Here is real agreement. Without entering

into argument to prove that these studies train the judgment and reason, our inquiry seems to be answered:-a course of study in its general outline, uniform for all high schools, is desirable, and we have such a course in the report of a committee of this Association.

DISCUSSION.

PRES. GREESON opened the discussion of this paper by stating a desire for an expression of opinion regarding the value of fractional courses, and also as to the desirablity of a high school course which requires no foreign language.

SUPT. M. A. WHITNEY of Ypsilanti:

I have found it a little difficult to make comparisons of requirements, since some are definitely stated as to amount and time, while others are stated only as to amount. Taking the University of Michigan as a standard, because her requirements are definitely stated as to both time and amount, in most cases we can make a very just comparison.

Nearly all the colleges named require about the same amount of Latin. Harvard states her requirements as elementary and advanced, so I have not added an additional number of hours to the 800 for the advanced requirement. The same may be said of Greek. Most of the colleges mentioned give an option of either French or German. Harvard requires a certain amount of both. One year in each would, I think, satisfy the requirement.

In algebra there is not a great diversity of requirements. Harvard requires only the elementary which may, I think, be satisfied by one year's work. The advanced is elective. In all other cases I have allowed one year and a half.

The University of Michigan is the only one of the colleges mentioned that has an absolute requirement of both plane and solid geometry. In schools that send students to the University of Michigan, one year is given to this subject. I have deducted only fifty recitations for solid geometry from the requirements of the colleges that do not ask for solid geometry. Perhaps seventy-five would have been more nearly its proportion of time.

In English literature about the only requirement of any college is on the books recommended by the Association of Colleges and Preparatory schools. I have allowed 100 recitations for this work. In addition to this work or rather, instead of it, the University of Michigan requires in two courses a full year in English literature.

In English the University of Michigan specifies "daily recitations for at least two years;" and in some courses rhetoric in addition, I think, is expected. I have allowed two full years for general English work, taking it for granted that this would meet the requirement. In the other colleges, I think the requirement can be met with one year's work in general English, and by this, I mean grammar, composition, etc. No formal rhetoric is required except by the University of Michigan.

And one of the colleges specifies arithmetic as a requirement, but I have put down a half year of it for all.

Only two, Harvard and the University of Michigan, specify physics. Harvard has an elementary and an advanced requirement. I think the understanding is that a half year's work will satisfy the elementary requirement, and a year's work the advanced. The University of Michigan requires a year's work in all courses (from some schools). The University of Michigan is the only one which specifies botany one-half, and chemistry one-half. The requirement in General or Greek and Roman history is very general. I have allowed one full year for this work.

American history is required by the University of Michigan in two courses and by Cornell. In Cornell the requirement would probably be satisfied by the course in the grammar grades in Michigan schools. In the University of Michigan a half year's work is required in two courses. A year's work in English history is required by the University of Michigan in one course. (Perhaps I ought not to mention this, as it is in place of some other work in other courses. I have not mentioned all the electives offered by all the other colleges.)

The same may be said of civics.

Cornell is the only college that requires physiology.

I have allowed 100 recitations for reviews in the elementary branches. These are specified only by the University of Michigan, and perhaps I ought not to have entered them under each.

Wilder, Illinois Wesleyan University, Bloomington; Augustus F. Nightingale, Superintendent of High Schools, Chicago; H. H. Belfield, Director of Chicago Manual Training School, Chicago; John J. Schobinger, Harvard School, Chicago; George N. Carman, Dean of Morgan Park Academy, Morgan Park; Superintendent Newton C. Dougherty, Peoria; Principal Henry L. Boltwood, Evanston High School, Evanston; Principal Charles A. Smith, Lake Forest Academy, Lake Forest; Principal H. E. Fisk, Northwestern Academy, Evanston.

Wisconsin.-President Charles K. Adams, University of Wisconsin, Madison; President Edward D. Eaton, Beloit College, Beloit; President George S. Albee, State Normal School, Oshkosh.

Iowa. President Charles A. Schaeffer, State University of Iowa, Iowa City; President William F. King, Cornell College, Mt. Vernon; President Homer H. Seerley, State Normal School, Cedar Falls.

Missouri-President Richard H. Jesse, University of Missouri, Columbia; President Winfield S. Chaplin, Washington University, St. Louis. A constitution was adopted, one or two extracts from which may be of interest here.

ARTICLE II.

The object of this Association shall be to establish closer relations between the colleges and the secondary schools of the North Central States.

ARTICLE III.

SECTION 1. The membership of the Association shall consist of such colleges (or universities) and secondary schools, together with such individuals as may be nominated by the Executive Committee and elected by the Association.

SECTION 2. The representation of higher and of secondary education shall be as nearly equal as practicable.

Other articles concerning officers, meetings, membership fee, etc., are of the character usual in associations of the kind.

The Association was formed with a charter membership of thirty-six, including the institutions invited to the meeting and represented by delegates there. President James B. Angell of the University of Michigan was elected president; Principal Frederick L. Bliss of the Detroit High School, secretary; Dean George N. Carman of Morgan Park Academy, now director of the new Lewis Institute of Chicago, treasurer. President C. K. Adams of the University of Wisconsin, Professor Clarence A. Waldo of De Pauw University (now of Perdue University), A. F. Nightingale, Superintendent of Chicago High Schools, and Principal Edward L. Harris of the Cleveland Central High School, were elected to serve with the three officers as members of the Executive Committee.

After some informal discussion of various educational matters, the Asso. ciation adjourned. At this meeting, about all that was accomplished was the perfecting of an organization. The Association began its career with thirty-six charter members. It is quite significant that such general interest in the meeting was shown by the colleges asked to send delegates. Aside from Minnesota, Nebraska, and Kansas, the leading higher institutions of the ten states included in the invitation were represented at the

having the edge first taken off by unscientific teaching in the secondary schools. One other thought-is it not possible to put aside solid geometry for the study of United States history? I had thought the committee might arrive at something definite by a full discussion along this line.

Notwithstanding the anxiety shown by the committee for a discussion of these points, most of those present seemed unprepared to express a definite opinion and the next paper was taken up.

THE NORTH CENTRAL ASSOCIATION OF COLLEGE AND SECONDARY

SCHOOLS.

PRIN. F. L BLISS, DETROIT.

The North Central Association of Colleges and Secondary Schools was organized at the Northwestern University, Evanston, Illinois, March 29, 1895. The movement leading to the formation of the Association originated at a meeting of the Michigan Schoolmasters' Club held at the Michigan State Normal School at Ypsilanti, December 1, 1894. At this meeting a resolution was offered by Principal W. H. Butts, of the Michigan Military Academy, and adopted by the club, that the presidents of the University of Michigan, the University of Wisconsin, the Northwestern University, and the University of Chicago be asked to unite with a committee of the club in issuing a call for a meeting to form an Association of schools and colleges in the North Central States.

In accordance with this resolution, Presidents Angell of Michigan, Adams of Wisconsin, Rogers of Northwestern, and Harper of Chicago, united with a committee consisting of Principals Butts of the Michigan Military Academy, Greeson of Grand Rapids High School, and Boone of the Michigan Normal School, in issuing a call to a meeting at Evanston on March 29, 1895. The response to the invitation showed that there was a general interest in the object of the meeting and that the importance of a closer union between colleges and secondary schools is appreciated. The following delegates were present at the meeting:

Ohio.-President W. H. Scott, Ohio State University, Columbus; President Charles F. Thwing, Western Reserve University, Cleveland; President William G. Ballantine, Oberlin College, Oberlin; President James W. Bashford, Ohio Wesleyan University, Delaware; Principal Edward L. Harris, Central High School, Cleveland.

Michigan.-President James B. Angell, University of Michigan, Ann Arbor; President Lewis R. Fiske, Albion College, Albion; Principal Frederick L. Bliss, Detroit High School, Detroit; Principal William A. Greeson, Grand Rapids High School, Grand Rapids; Principal William H. Butts, Michigan Military Academy, Orchard Lake.

Indiana.-President Joseph Swain, Indiana University, Bloomington; President George S. Burroughs, Wabash College, Crawfordsville; Professor C. A. Waldo, De Pauw University, Greencastle; Superintendent J. W. Knight, La Porte.

Illinois. President Andrew S. Draper, University of Illinois, Champlain; President Henry Wade Rogers, North western University, Evanston; President William R. Harper, University of Chicago, Chicago; President John M. Coulter, Lake Forest University, Lake Forest; Presi dent John E. Bradley, Illinois College, Jacksonville; President W. H.

tone of the discussions of the Association it is clear that membership in the Association will imply genuine work in the institution represented, either in the department of higher or in that of secondary education. It is probable that membership in the Association of an institution will be for it a certificate of educational respectability, if not of educational distinction.

Another important work for the Association will be to seek for uniformity of college entrance requirements, and thus to aid in securing something like uniformity in the work of the secondary schools. At present, many colleges seem to think their chief ground for distinction lies in the eccentricity of their admission requirements. A college would be supposed to lack individuality if, perchance, its requirements were found to be identical with those of any other institution. While the chief aim of our high schools is, of course, not preparation for colleges, it is a very important part of their mission. The work of these schools will be unified and strengthened when colleges come to something like an agreement on entrance requirements.

But whatever else it may indirectly accomplish, the chief mission of the new Association must be that stated in its constitution, "to establish closer relations between the colleges and secondary schools of the North Central States." Both the school and the college will profit by the better understanding of each other's aims and ideals that will come from these "closer relations."

ANALYSIS OF THE ENGLISH SENTENCE.

PRIN. STEPHEN HERBERT LANGDON, IDA.

The subject of sentential analysis occupies a unique position in the history of grammar. As a technical study it belongs almost entirely to modern scholarship. The idea of analyzing from a sentence as a unit seems to have belonged to the subjects of ancient sophists and rhetoricians. Grammatical analysis consisted chiefly in the criticism of etymological forms and the various relations of syntax. The precepts scattered so abundantly throughout the rhetorical works of Cicero, show that ancient grammar and rhetoric were upon the true shift, which modern scholarship has carried on in many good directions and many totally false. The subject of philology has produced beneficent results which are the pride of our own times. The materials of grammar are in very satisfactory state, but the efforts to connect these with practical results in education have had a varied history.

The common school grammar today embodies about the same scope as those of the 16th century; one new feature only has been developed, namely, sentential analysis. Written analysis was originated in England; diagrams are a distinct American invention. Dean Swift complained about the defective state of grammar in his day, whereupon Dr. Lowth in 1775 published his grammar, which, as far as I can ascertain, first promulgated a system of written analysis. Among English editors this system has been a favorite in school grammars; and their development of the method of arranging words in parallel columns according to their function, is a direct outgrowth of this. The works of Lindley Murray, published at the beginning of the century, gave a wonderful impetus to study in