by the nature of the mind and by the universal character of natural and civil environments, and this fact points toward the possibility of uniformity. The period of secondary education is not the period for specializing, and even if it were, there should be some uniformity in differentiation. In the United States there is, broadly speaking, uniformity of tradition, of government, of civilization, and the educated youth of San Francisco bears about the same relation to the world as the educated youth of Boston; hence, so far as elementary and secondary education is pursued, there is no reason why it should not be substantially the same in various schools—not in details belonging to the individual teacher, but in paper requirements and important features of methods.
Nothing in the whole report is more important than the proposed closer connection between high schools and colleges, and this is clearly and forcibly urged. Whatever course of study properly belongs to a secondary school is also a good preparation for higher education, else either secondary or higher education is seriously in error. Whenever a youth decides to take a college course, he should find himself on the road toward it. No one can doubt that in the coming years pupils having pursued properly arranged high-school courses must be admitted to corresponding courses in higher education. The divorcement between higher education and all lower grade work, except the classical, has been a fatal defect in the past. The entire course of education should be a practical interest of college professors, and there should be a hearty coöperation between
