Positive Coöperation. There are, however, certain forms of positive coöperation which properly belong to the home. The school as an educating institution stands for a few fundamental virtues, industry, obedience, order, and the like. In the attainment of these virtues the home must join heartily and persistently with the school if both are to prosper. Successful work in the high school requires daily industry on the part of pupils not only at school but at home. If the home interferes with this industry or does not encourage it properly, the pupil, the school, and ultimately the home, suffer in consequence. Too much outside social life permitted by the home can easily spoil a school career, whereas the school often gets the blame of it. Obedience and order are absolutely necessary in the school. If they are not required in the home, then home and school are working at cross purposes. To expect the school to control the boy who has never been controlled at home would be ludicrous if it were not so often serious. The work of the high school is serious business, as serious for the pupil as are the daily duties of professional or business life for the parent. Neglect of duty even once is as likely to be followed by evil results in the one case as in the other. Such neglect is excusable only when the need is urgent. The home that does not recognize the seriousness of high-school work and make the best practicable provision for its accomplishment is both failing to share the burden of responsibility with the school and

is fostering habits of neglect of duty which are likely to injure the future life of the pupil.

The high school must not stand apart. Its purpose is to serve the interests of pupils, home, individual citizens, the Church, and the community at large. The efficiency of that service will be measured in great degree by the cooperation which it commands.

REFERENCES

ADAMS, E. C. The parent problem. Sch. Rev. 13: 642. BOOK, W. F. Why pupils drop out of the high school. Ped.

Sem. II: 204.

BROOKS, S. D. The extension of high-school influence. Ed.

Rev. 29: 431.

BUTLER, N. M. Parents' associations. Sch. Rev. 16:78. DEWEY, J. The school as social center. Proc. N.E.A. 1902 :

373.

GAY, G. E. Why pupils leave the high school without graduating. Ed. 22 300.

GOODWIN, E. J. The schools and the home. Sch. Rev. 16:

320.

HALL, G. S. The needs and methods of educating young people in the hygiene of sex. Ped. Sem. 15: 82.

HILL, F. A. Discussion by Balliet, T. M., Huling, R. G., and

Rice, W. N. How far the public high school is a just charge upon the public treasury. Sch. Rev. 6: 746.

HOYT, D. W. Relation of the high school to the community. Ed. 6: 429.

HYDE, W. D. The social mission of the public school. Ed. Rev. 12:221.

MORGAN, H. H. The justification of the public high school.

Rep. Com. Ed. 1900, 1:629.

MORSE, C. H. The practicability of the extension of high-school influence. Ed. Rev. 29: 441.

MOWRY, D. The use of school buildings for other than school

purposes. Ed. 29:92.

PALMER, F. H. How the home may help the school. Ed. 21:

292.

PARKINSON, W. D. The school and the church. Sch. Rev. 13:661.

PEABODY, E. The training and responsibility of parents. Sch. Rev. 16: 281.

RICH, A. H. Parents' duties to teachers.

Ed. 12: 350.

SADLER, M. E. The school in its relation to social organization

and to national life. Ed. Rev. 28: 361.

WELLS, D. C. The parent problem. Sch. Rev. 13: 635.

CHAPTER XIII

PRESENT PROBLEMS AND FUTURE DEVELOPMENT

In the preceding chapters an attempt has been made to state simply certain facts and principles which have been generally recognized by thoughtful educators in the highschool field, and which have been more or less perfectly worked out in the better high schools, both large and small. This material has been presented with the emphasis upon actual conditions rather than upon future development. In this chapter we shall try to indicate the most important present problems of the high school and the lines along which it seems that development is likely to take place. The American high school came into existence as the result of a more or less blind striving of the people towards a larger intelligence and a greater social officiency than was made possible through the elementary schools alone. It has grown to its present status under various influences that seem to represent more or less conflicting interests. Its adaptability to the spirit of American institutions has been recognized, in part at least, but there remain many unsolved problems. However, the high school as an institution has come to self-consciousness, as it were, and

to an appreciation of the fact that it is destined to play a constantly increasing part in the advancement of the intellectual, industrial, and social life of the American people. Its course of development is being watched and guided with an interest and intelligence never before known.

FUNCTION

The first point to be emphasized is the need of a clearer idea of the function of the high school as an American institution and a fuller realization of that idea in the educational system. Without such an idea, systematic effort in the development of the school becomes impossible, and we shall continue to drift where wise guidance is needed.

Purpose as an American Institution. The facts presented in previous chapters make it evident, without further argument, that, as an American institution, the public school in all its forms has for its purpose to increase the social efficiency of all future citizens who attend it. The elementary schools do not exist for the purpose of preparing for the high school the relatively few who reach it, but for the purpose of giving to all the best possible training for life in society that can be given during the elementary-school period. The high schools do not exist for the purpose of preparing for college the relatively few graduates who enter college halls, but for the purpose of giving to all who attend them the best possible preparation