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.