field, because of what is being accomplished in the physical and
the intellectual, principles are being apprehended that will finally
enable the individual to distinguish between right and wrong, to
organize on principle rather than upon expediency his relationships with
his fellows, and eventually to become a free moral agent,
self-controlled and self-directed. It is the period, therefore, when
ideals are being formed, habits fixt, character shaped, life plans
matured, and professions chosen.

And so, with such an individual and during such a period, what other
function of the high school can begin to compare, either in importance
or in appropriateness, with the one stated?

It may be objected that I do not include in this function of the high
school that which has been during a large portion of its history its
foremost work--preparation for college. The seeming omission has not
been accidental. I say the _seeming_ omission because, even tho not
specifically stated, it is there, for all who should be encouraged to
prepare for college. But it has not been made prominent since, in my
judgment, it is of minor importance. Note again the function as
suggested--to help the child know himself, find out what he wants to do
and what he can do best, and then begin getting ready for doing it well.
If the specific form of future activity decided upon in a particular
instance should call for the contribution of the college, then of course
the plan mentioned would include appropriate preparation.

But from what point of view should the high school be regarded and for
whom should it be planned? Should it be for the relatively few who go
beyond, or for the great majority who do not? It is a fair question and
admits of but one answer. The high schools of the State must, of course,
give adequate preparation for entrance into the State university. Some
of them must--not necessarily every one. It must be the preparatory
school, since both are State institutions and the only ones occupying
the field. But it should do vastly more than that. Being of the people,
by the people, and for the people, it should be so handled as to serve
all, not merely a few, of the people. It is perfectly plain, therefore,
where the emphasis should be placed.

Please do not misunderstand me; I am not looking upon this from any
narrow point of view, I am not thinking merely of getting these children
ready for jobs--certainly not all of them. I am not advocati