In the report of the Educational Commission of Cleveland, 1906, we
find the following very significant sentences relative to the course
of study for the proposed high school of commerce:
"An entirely new course of study should be made out for this school.
Subjects which have been considered necessary in a high school,
because they tend to develop the mind, should not for this reason only
be placed in a commercial course. Subjects should not be given because
they strengthen the mind, but the subjects which are necessary in this
course should be given in such a way as to strengthen the mind. The
mathematics in this school should consist of business arithmetic and
mensuration. We can see no reason for giving these students either
algebra or geometry. But they should be taught short and practical
methods of working business problems."
We find here a recommendation since carried out that indicates a clear
recognition of the principle of adaptation of the course of study to
actual needs. Carried out to its logical conclusion, and applied to
the entire city system, it raises questions as to the advisability of
requiring algebra of girls in any of the high school courses; or of
requiring it of that large number of boys looking forward to vocations
that do not involve the generalized mathematics of algebra. Now either
the commercial students do need algebra or a large proportion of these
others do not need it. It seems advisable here to do nothing more than
to present the question as one which the city needs to investigate.
The present practice, in Cleveland as elsewhere, reveals
inconsistency. In one or the other of the schools a wrong course is
probably being followed. The current tendency in public education
is toward agreement with the principle enunciated by the Cleveland
Educational Commission, and toward a growing and consistent
application of it.
Differentiation in the mathematics of different classes of pupils is
necessary. The public schools ought to give the same mathematics to
all up to that level where the need is common to all. Beyond that
point, mathematics needs to be adapted to the probable future
activities of the individual. There are those who will need to reach
the higher levels of mathematical ability. Others will have no such
need.
There is a growing belief that even for those who are in need of
algebra the subject is not at present organized in desirable ways. It
is thought that, on the one hand, it should be knit up in far larger
measure with practical matters, and on the other, it should be
developed in connection with geometry and trigonometry. The technical
high schools of Cleveland have adopted this form of organization.
Their mathematics is probably greatly in advance of that of the
academic schools.