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THURSDAY, APRIL THE NINETEENTH, 8:30 To 11:00 O'CLOCK P. M.

THE DRISKILL HOTEL.

Reception by the business men of Austin in honor of the President of the University, and the University's guests, Faculty, and officers.

Official guests are invited by the University Club to avail themselves of its privileges during their stay in Austin.

LIST OF DELEGATES AT THE INAUGURATION.

Austin College, President T. S. Clyce.

Western Reserve University, Dr. E. B. Wright.
Trinity University, Dean S. L. Hornbeak.
Baylor University, President S. P. Brooks.
Chicago University, Dean S. E. Mezes.
Northwestern University, Mr. P. L. Windsor.
Johns Hopkins University, Dr. E. E. Reid.

Stevens Institute of Technology, Professor R. H. Whitlock.
University of California, President Benjamin Ide Wheeler.
Vanderbilt University, Chancellor James H. Kirkland.
Massachusetts Institute of Technology, Professor F. E. Giesecke.
South Carolina College, President Benjamin Sloan,
University of Oklahoma, President S. P. Boyd.
University of Iowa, President George E. MacLean.
University of Wisconsin, Dean F. E. Turneaure.
University of Virginia, Professor Albert Lefevre.
Tulane University, Professor Ficklin.
University of Indiana, Dr. William L. Bray.
University of North Carolina, Dr. W. J. Battle.
Yale University, Mr. Alex. S. Cleveland.
Southwestern University, Regent R. S. Hyer.

MEETING OF SUPERINTENDENTS AND PRINCIPALS OF AFFILIATED SCHOOLS.

HIGH SCHOOL COURSES OF STUDY.

SUPERINTENDENT J. W. HOPKINS.

Something like three months ago Dean Mezes exacted a promise from me to appear on this occasion to read a paper on the High School Course of Study. A month later the aforesaid gentleman mildly requested me to submit a copy of my paper by April 1st in order that Messrs. Cantwell and Lukin might be thoroughly prepared to combat every part of my argument and overthrow all heresies I might seek to promulgate. The wily Dean indicated that the length of my paper should be eight minutes; the word eight was heavily underscored. Now, ladies and gentlemen, I do not like to prepare papers for occasions of this sort, and on themes such as the High School Course of Study. It is simply impossible to make a paper eloquent, and this theme demands eloquence of the highest order, for it is as dry as dust, and has been "threshed out" in teachers' meetings from Maine to Texas annually since the landing of Columbus. In casting about to determine what to do, I concluded simply to submit a statement of .facts, then to "shoot these facts through" with a few of my heresies. Hence, about April 1st I sent Dean Mezes three copies of a sort of abstract or synopsis of what I might be expected to say on this occasion. This abstract or synopsis I shall endeavor, in the main, to follow, so that the gentlemen who are set up to knock me down may have an opportunity to uncork their long-bottled-up oratory.

In the beginning I should state that Texas schools are making phenomenal progress. Any speech or paper on this, or kindred subjects, would fall flat without this initial statement. This phenomenal development of the schools has in many instances brought about essential changes in course of study, methods of teaching, character of teachers, etc., so that I am reminded of the story of

the traveler in the West who saw on all sides evidences of remarkable stir and activity, and called out of the car window to a man standing on the platform: "Say, mister, you seem to have a good country here. Is it growing?" The stranger on the platform turned and pointed to a burro meekly standing nearby, and said: "Do you see that burro?" "Yes," answered the man on the train, "but what has that to do with my question?" "He was a jack rabbit last year," answered the man. Ladies and gentlemen, we have in the processes of educational evolution within a few years changed many of our schools from the jack rabbit to the burro stage. Whether this evolution will continue yet remains to be seen.

Students enter the high school with the arts of reading and writing, and some knowledge of arithmetic, geography, grammar, and the history of our country. They have spent from six to eight years on their elementary education, which is necessarily superficial, for they have been considering facts rather than principles. The mastery of principles distinguishes the work of the high school from that of the elementary school. The transition from elementary school to high school (and from high school to college) is not so sudden, so marked, a change as many people think. The reading of the elementary school becomes literature in the high school; grammar is continued, not as a language, but as the science of the language, and quite naturally becomes more or less comparative as other languages than English are studied; arithmetic is followed by algebra and geometry; history is continued in English history and general history; geography is succeeded by physical geography and biology. The generally accepted studies of the high school are such as they are, naturally, logically, and, therefore, wisely. They are: English, a foreign language, mathematics, history, and natural sciences. These studies are all practical. In them the end and aim of all education is sought, i. e., the "developed, strengthened, disciplined person regardless of the fate of the studies, or exercises, which are the means of the development." It is a mistake to suppose that we study mathematics, sciences, languages, history, etc., with any other end or aim seriously in view. It is true, as Mr. Harris, United States Commissioner of Education, says that "the school must give the student the knowledge of those instruments and conventionalities which make possible for him the acquisition of human learning by means of his own efforts." What Mr. Spencer

calls "complete living" is meaningless, unless coupled with the idea of development, strength, discipline, and power to do for one's self.

course.

It is almost universally conceded that the high-school course of study should extend over a period of four years regardless of the length of the elementary school course. I shall be pardoned, I trust, for overstepping the limits of this paper in stating that it is my opinion that eight years is too long for the elementary course. If school boards will reduce the size of classes one half and employ better educated teachers, the work now requiring eight years can be accomplished in six. It is always better to do a few things well than many poorly. Both elementary and high schools need to have this emphasized. In the high school, it is wise to limit the student to a few studies, and to continue them, in the main, throughout the A good course of study is English, history, mathematics, Latin, physics, and chemistry; devoting one and one-half years to physics and the same time to chemistry; the history, mathematics, English, and Latin continuing unbroken for four years. Four recitations a day of forty-five minutes each are ample; more than four should not be permitted unless manual training and domestic science are taught. It is well to have these four courses of study alike for all students as far as possible. Certainly English, history, and mathematics hould be prescribed. If electives are offered, let them be offered only at the beginning of the second year. Require all first-year students to take Latin, if public sentiment will stand it; if it will not, create a sentiment for one year of Latin for all, then offer a choice of languages. This has been done in Galveston for sixteen years, with the result that over 75 per cent of the students take Latin four years. Besides, students who have had only one year of Latin do better work in a modern language. The study of Greek should be encouraged whenever conditions warrant the effort. The reason I stand for Latin and Greek and mathematics is that I believe there are no such instruments as these for developing, strengthening, and disciplining. That the student will not make use of these studies in after years is not a valid excuse for dropping them from the course, if they better serve the purposes of the school than other things. The "democracy of studies" is a delusion and a snare, if by this catch phrase is meant that all studies are equal in developing, strengthening, and disciplining.

If manual training and domestic science are in the course of study, require all boys to take drawing and shop work and all girls

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