ese cases of
complicated facts, you must make it clear to your readers that you have
a right to be considered such. If you have the right, it would be folly
to hide your light under a bushel.

An example of the care which is taken by men who have made themselves
authorities on their subjects is to be found in the following passage
from President Eliot's address, "A Wider Range of Electives in College
Admission Requirements."[21] Notice how broad a basis he lays for his
conclusions both in facts and in the opinions of other authorities.
What should be the grounds of a just valuation of all the subjects
that can be presented at admission examinations which include
numerous options?

That question introduces us to a difficult inquiry. It is, of course,
not an intelligent method to attribute a value to each subject in
accordance with the time devoted to the examination in that subject.
What clue have we toward a better mode of determining the value
which ought to be attributed to each of the numerous electives,
when the young men cannot present all the permitted subjects,
and hardly three fifths of them, indeed, if the range is adequately
widened? I believe that the best criterion for determining the value
of each subject is the time devoted to that subject in schools which
have an intelligent program of studies. The Committee of Ten[22]
examined the number of subjects used in about two hundred of the
best secondary schools in this country, and the time-allotments for
the several subjects. They found a great variety of practice as to
both selection of subjects and time-allotments. You can hardly say
that there is an accepted time-allotment in these secondary schools
for any subject--not even for the old traditional subjects. The
time-allotments differ widely in different parts of the country, and
even in different schools in the same part of the country. If, then,
we are to determine by school time-allotments the valuations of the
different subjects, prescribed and elective, which may enter into
admission examinations, we must have some sort of standard programs for
secondary schools. At present (1896) I know no programs which can answer
that purpose, except the provisional programs of the Committee of Ten.
They may fairly be said to be the best-studied programs now before the
country, and to represent the largest amount of professional consent,
simply because they are the result of the work, first, of ninety school
and