ls this can be taken care of rather easily by
permitting the brighter pupils to carry more studies than normal,
and the backward ones a smaller number than normal. Under the present
elementary school organization with classes so large and with so many
things for the teachers to do, it is practically impossible to effect
such desirable differentiations.

SUMMARY

1. The fundamental social point of view of this discussion of the
courses of study of the Cleveland schools is that effective teaching
is preparation for adult life through participation in the activities
of life.

2. The schools of Cleveland devote far more time to reading than do
those of the average city. In too large measure this time is employed
in mastering the mechanics of reading and in the analytical study
of the manner in which the words are combined in sentences and the
sentences in paragraphs. The main object of the reading should be
the mastery of the thought rather than the study of the construction.
Through it the children should gain life-long habits of exploring,
through reading, the great fields of history, industry, applied
science, life in other lands, travel, invention, biography, and
wholesome fiction. To this end the work should be made more extensive
and less intensive. As an indispensable means toward this end the
books should be supplied by the schools instead of being purchased by
the parents.

3. The teaching of spelling should aim to give the pupils complete
mastery over those words which they need to use in writing and it
should instil in them the permanent habit of watching their spelling
as they write. Drill on lists of isolated words should give way to
practice in spelling correctly every word in everything written. The
dictionary habit should be cultivated, and every written lesson should
be a spelling lesson.

4. The time devoted to language, composition, and grammar is about the
same as in the average city. The chief result of the work as done in
Cleveland is to enable the pupil to recite well on textbook grammar
and to pass examinations in the subject. The work in technical grammar
should be continued for the purpose of giving the pupils a
foundation acquaintance with forms, terms, relations, and grammatical
perspective, but this training need not be so extensive and intensive
as at present. The time saved should be given to oral and written
expression in connection with the reading of history, geography,
indu