It will now be interesting to see in a general sort of way what has been the outcome of this work. The report is some three hundred pages in length, and of course the merest outline of it can be given.

In the first place, what is most pertinent as well as most surprising, is the fact that the conference reports were unanimous as to certain fundamental points. Not only this, but the decisions of each conference are those of all its members and not of a majority; only two minority reports being presented, namely, the Conference on Physics, Astronomy and Chemistry, and the Conference on Geography. This means a great deal when it is remembered that the discussions were of conditions existing all over the United States. It shows a similarity of educational ideas throughout the country that was not to have been expected. All the conferences desire to have the elements of their several subjects taught earlier than is now the custom. With the exception of the Language Conferences, all desire to have perspective views or broad surveys of their subjects,-expecting that in later years these may be amplified. The fundamental questions, however, and the ones which affect most seriously the preparation in secondary schools, namely, questions 7 and 8, are answered in the negative unanimously by both conferences and committee. This means, that no matter what a student in a secondary school may be preparing for, his education in any topic must be identical with that given to every other student. Not that all the students should pursue every subject for the same number of years; but so long as they do pursue it they should all be treated alike. The stand here taken is very important and of immediate value. A careful reading of each report discloses another point generally agreed to;-namely, that to introduce the proposed changes, teachers more highly trained will be needed in both elementary and secondary schools. This also is a matter of the first importance.

Further, the language conferences desire to have the study of languages begin earlier than is now the custom, and state that not more than one language should be begun in any one year. It is generally expressed also, that in beginning the instruction of a pupil, the different branches of study should overlap, and materially aid each other. As to the question of college admission examinations, it is uniformly agreed that the examination for high school graduation should be identical with that for admission to college.

It now devolved upon the committee to unite these conference reports, satisfy the demands of each as might seem best, and to present from them a system of elementary and secondary school education, through programmes, etc., that it would be practical to put into effect in the present condition of educational methods. It was not intended that this report should be put into effect, but that it should serve as a valuable suggestion to all whose business it is to educate youth. This task was even more difficult than that of the conferences. First, the committee made out a tabular view, including all the requirements in the different subjects. This served as a basis from which to get at the relative amounts of time that should be spent on different subjects in a practical day's work. It was necessary to consider further the methods, equipments, and locations of the different schools in the country. The result of the study was the presenting of certain programmes of educational courses to the pupil's eighteenth year. All the fundamental points were included, the minor ones being left to the discretion of the various local masters.

Throughout this work it has been the aim of the committee only "to emphasize the principles which should govern all secondary school programmes, and to show how the main recommendations of the several conferences may be carried out in a variety of feasible programmes."