branches in all the high schools of the United States.

The

dotted line represents this for private high schools and

academies.

CHAPTER VII.

OBSERVATIONS ON STATE REQUIREMENT S.

It is noticeable that the curricula of all grades of schools are replete with numerous subjects which were not found in previous periods. In the secondary schools are found many subjects previously contained in college curricula, and there are even many subjects in the courses of se conda ry schools that were considered difficult for colleges to attempt. The most of algebra, geometry, and trigonometry, now pursued in high schools, was too difficult for college study previous to 1800. Physics, physiology, botany, zoology and geology, which are subjects of instruction in all the better high schools, were only found in college in the early part of the century. Even the re they were considered in a most elementary way. Such studies as biology, physical geography, modern history and civics, which have found their way into high schools, and in an introductory way into the elementary schools were studies that had no real existence prior to 1800. The

astic

old scholastic theological curricula have been obliged to give

way to the influx of subjects of more modern growth and dis

covery. The classical languages are still retained, though in the elementary schools are not pursued at all, in the secondary schools to a less extent than formerly, and in no case are they given without the alterative of the so-called more practical studies being offered. Modern foreign languages

have become a necessity to the man of science or letters, and a convenience tothe practical man of business and of affairs; hence, there are few high schools but that concede to the demands for at least elementary instruction in those langua ge s. Even in the elementary schools Geman in some communities is taught pursuant to popular local demands. Spanish and French have found their way into the elementary and secondary schools of a few localities where there is a local practical demand

for them.

This is noticeable in such sections as in Louis

iana, New Mexico,&c.

Manual training is recognized and supported as a part of the public school system in a few of the states, (New York first, 1870), and is developed to a high degree of efficiency in the secondary schools of all the larger and many smaller cities. At the present in addition to the previous conception of its practical utility in fitting for the arts and industries, it is looked upon as a valuable accessory in mental training. It is looked upon by educat ors more as an aid to a