A DISCUSSION OF THE QUESTION: HOW MAY CLOSER ARTICULATION BETWEEN THE SECONDARY SCHOOLS AND HIGHER INSTITUTIONS BE SECURED? AT THE NINTH ANNUAL MEETING OF THE NEW ENGLAND ASSOCIATION OF COLLEGES AND PREPARATORY SCHOOLS, OCTOBER 12, 1894. FROM THE School Review, DECEMBER, 1894. THE SECONDARY SCHOOLS AND HIGHER EDUCATION. ANY part I may take in the deliberations of this meeting ought to be a grateful one-grateful to me, because, as a representative of scientific and technical schools, I have only to give assent to the fundamental propositions of Dr. Huling;1 grateful to you, because my simple contribution will not long detain you. 2 So far as I am aware, there can be no occasion for the scientific and technical schools of this country to object to any of Dr. Huling's proposals. Inasmuch as those schools to-day require no more than is provided for in at least one of the courses offered by the Committee of Ten, they can possibly have no adverse interest. The report does not call upon us to make any concessions whatsoever. Any scientific school in the land would be quite content to have its students bring with them as much as is embraced in the course to which I refer. Therefore, so far as I am to speak for the scientific and technical schools, there can be no reason for doubt or hesitation in giving support to the propositions of the Committee. Indeed, so far as my constituency The question under discussion had been presented by Dr. Ray Greene Huling, of Cambridge, Massachusetts.—ED. 'In its valuable report (1893) to the National Educational Association.-ED. is concerned, the changes proposed by the Committee would be all clear gain. This completes all I have to offer as a representative of scientific and technical schools; but, if I might venture to refer for a moment to the position of the classical colleges, I must confess that I have a great deal of sympathy with that view of the English high school which is presented in the extract quoted by Dr. Huling. I believe in the free development of the high school in this country, without constraint from the outside, and without any concession to either the colleges or the technical schools. I believe that the high schools should not be asked to do anything more than what would be for their own best development as schools a great majority of whose pupils are to go directly out into practical life without further advantages of education. I believe that the English high schools were created for the benefit of pupils of this class; and that they should go steadily forward upon that line, simply asking how they can best serve the needs of this portion of the community, making no surrender and no concessions to the wishes or the interests of the colleges, on the one hand, or of the scientific and technical schools on the other. The colleges have, and for a long time have had, complete control of the endowed academies and the public Latin schools. If the colleges want any more than this for their own purposes, let them provide it. If, again, the scientific schools need any more or any different preparation from that which the high schools would give, from their own point of view and for their own proper purposes, then let the scientific and technical schools provide it for themselves. The English high school has its own definite, important work to do in the American system of education, which is to give the best possible courses of instruction to young people, between fourteen or fifteen and eighteen or nineteen years of age, who are not able to carry their studies on into the college or into the scientific or technical school. This is the proper work of the English high schools; and those who are charged with the conduct of such schools should allow nothing to divert them from that object. If the instruction given by the English high school, according to its own point of view, with reference to its own purposes, does not precisely fit its graduates for the classical college, then I say the college must come to the high school, and not the high school to the college. The desired adjustment must come through concession from the colleges, and not by surrender on the part of high schools. The foregoing remarks might seem from their tone to be antagonistic to the report of the Committee of Ten and to the propositions of Dr. Huling; but, in fact, they are not so intended. The colleges are now doing just this very thing. They are coming to the English high school, and they are coming fast, climbing over the fences and breaking through the hedges to get as quickly as possible upon the ground of an education which omits the once universal requirement of Latin and Greek for |