2. That each subject should be made to help every other, as, for
example, history should contribute to the study of English, and natural
history should be correlated with language, drawing, literature, and
geography.
3. That every subject should be taught in the same way, whether in
preparation for college or as part of a finishing course.
4. That more highly trained teachers are needed, especially for
subjects that are receiving increased attention, as the various
sciences and history.
5. That in all scientific subjects, laboratory work should be extended
and improved.
6. That for some studies special instructors should be employed to
guide the work of teachers in elementary and secondary schools.
7. That all pupils should pursue a given subject in the same way, and
to the same extent, as long as they study it at all.
8. That every study should be made a serious subject of instruction,
and should cultivate the pupil’s powers of observation, memory,
expression, and reasoning.
9. That the choice between the classical course and the
Latin-scientific course should be postponed as long as possible, until
the taste and power of the pupil have been tested, and he has been able
to determine his future aim.
10. That twenty periods per week should be adopted as the standard,
providing that five of these periods be given to unprepared work.
11. That parallel programmes should be identical in as many of their
parts as possible.
12. That drawing should be largely employed in connection with most of
the studies.
13. The omission of industrial and commercial subjects. This is
mentioned without comment.