so profitable and popular that
ninety-five out of each one hundred children who complete the eighth
grade go to the Cincinnati high schools. Furthermore, during the past
six years the high school attendance in Cincinnati has doubled. These
two noteworthy conditions are the product of carefully matured and
efficiently executed plans, and of infinite labor. Yet the results have
more than repaid the labor which they cost.

"Our first task," explained Dr. E. D. Lyon, principal of the Hughes High
School, "was to persuade the community that it needed high school
training. Next we secured two fine new high school buildings. Then those
of us who are engaged in high school work faced the supreme task. We had
to prove to the people that their expenditures on high schools were
worth while, by providing a high school education that would mean
something to the pupils and to the community." Note the spirit of social
obligation--a feeling prevalent throughout the Cincinnati schools.

"Most parents fail to see the importance of the high school problem,"
said Assistant Superintendent Roberts, "because they never make
consistent efforts to have their children choose their vocations
intelligently. We began our work right there, at the bottom, by telling
the parents of grade children about the high school courses, and what
they meant. Eighth grade teachers, under the guidance of Mr. F. P.
Goodwin, are expected to talk to their classes regularly on the
vocational opportunities in Cincinnati and elsewhere, and to help the
children get started right in high school careers. Besides that, we take
the grade children on trips to the high schools, showing them on each
trip some striking feature of high school work. Parents' meetings are
held, in which the high schools are explained and discussed, and we send
circulars to the parents of sixth, seventh and eighth grade pupils,
explaining the high school work as simply as may be."

After arousing such expectations, the high school cannot fulfill its
obligations in any way other than by the provision of a thorough course
of study adapted to the needs of all types of pupils. The preparation
for this in Cincinnati has been made with consummate skill. The pupil,
on entering the high school, may select any one of the nine general
courses, in which there are twenty-three possible combinations of
subjects.

Four of the courses--General, Classical, Domestic Science and Manual
Training--prepare for vario