Subjects should not be given because
they strengthen the mind, but the subjects which are necessary in this
course should be given in such a way as to strengthen the mind. The
mathematics in this school should consist of business arithmetic and
mensuration. We can see no reason for giving these students either
algebra or geometry. But they should be taught short and practical
methods of working business problems."
We find here a recommendation since carried out that indicates a clear
recognition of the principle of adaptation of the course of study to
actual needs. Carried out to its logical conclusion, and applied to
the entire city system, it raises questions as to the advisability of
requiring algebra of girls in any of the high school courses; or of
requiring it of that large number of boys looking forward to vocations
that do not involve the generalized mathematics of algebra. Now either
the commercial students do need algebra or a large proportion of these
others do not need it. It seems advisable here to do nothing more than
to present the question as one which the city needs to investigate.
The present practice, in Cleveland as elsewhere, reveals
inconsistency. In one or the other of the schools a wrong course is
probably being followed. The current tendency in public education
is toward agreement with the principle enunciated by the Cleveland
Educational Commission, and toward a growing and consistent
application of it.
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