des half of
our vocabulary. Pupils who would know English well should have a good
knowledge of this living Latin. If the Latinists would shift their
ground to this living Latin and provide means of teaching it fully
and effectively for modern purposes, it is possible that the opposing
schools of thought might here find common ground upon which all could
stand with some degree of comfort and toleration. When Latin study of
the character here suggested is devised, it ought to be opened up to
the students of all courses as an elective, so that it could be
taken by all who wish a full appreciation and understanding of their
semi-Latin mother tongue. Such a study ought to be required of the
clerical students of the High School of Commerce. In the meantime,
however, all will have to wait until the Latinists have provided the
plans and the materials.

In the new so-called English course in the academic high schools
required foreign languages are omitted entirely. In the third and
fourth years German or Spanish is made elective. This gives rise
to several questions. If the foreign language is studied simply as
preparation for the leisure occupation of reading its literature--the
only value of the course in the case of most who take it--why should
not French be elective also? By far the largest of the world's
literatures, outside of the English, is the French. The Spanish has
but a small literature; and while Germany has excelled in many things,
belles-lettres is not one of them. Another question relates to the
placing of these electives. If one is to study a foreign language at
all, it is usually thought best to begin earlier than the third year
of the high school, so as to finish these simple matters that can
be done by children and gain time in the later years for the more
complicated matters that require mature judgment.

DIFFERENTIATION OF COURSES

Courses of training based upon human needs should be diversified where
conditions are diversified. Uniform courses of study for all schools
within a city were justifiable in a former simpler age, when the
schools were caring only for needs that were common to all classes.
But as needs have differentiated in our large industrial cities,
courses of training must also become differentiated. In Cleveland this
principle has been recognized in organizing the work of the special
schools and classes. For all the regular elementary schools,
however, a uniform course of study h