of more or less concentrated character.

The advantage of the type is obviously administrative. The whole
vexing problem of insuring fairly wide cultivation along with
opportunities for specialization is conveniently settled by giving
general training, most of it remote from business work, for two years,
after which the student is considered cultivated enough to withstand
the blighting effect of specialization. But there are serious
pedagogical objections to this arrangement which make the vertical
plan seem preferable. A student coming from one of our constantly
improving high schools of commerce is checked for two years and given
time to forget all the bookkeeping and other commercial work which he
has learned and on which advanced commercial instruction may be built,
while he pursues an academic course. It would be far better to
continue the modern languages, the mathematics, and natural sciences,
along with business courses. Furthermore there is much to be done by
educators in arranging such parallel sequences of subjects so that
advantage may be taken of vocational interest to stimulate broad and
deep study of related fundamentals. Considerable improvement could be
made over Type III, but that type seems better than the one we have
styled "horizontal."

In all these courses of study we quite properly find both the
philosophical and analytical courses, those which are historical and
descriptive and those of detailed practical technique; we find
economic theory, industrial history, business management, and
practical accounting; we find theory of money and banking, history of
banking in the United States, and practical banking; we find theory of
international exchange, tariff history, and the technique of customs
administration. Concerning methods of teaching particular subjects we
shall speak later.

Seldom do we find curricula drawn up with the purely civic end in
view, though many schools and associations throughout the country are
agitating the question of organized training of men for public
service. Strictly speaking, this kind of training is both professional
and civic because it is designed to make men proficient in carrying on
the business of the State. In New York City the municipal college
conducts courses of this sort for persons in the city service, while
private bureaus of municipal research conduct their own courses. So
far in America no courses are yet accepted officially for entrance
into public s