McCormick. *

Aiken-1.

North Augusta. *

Anderson-II.

Ruby. *
Clarendon-2.
Manning.
Summerton. *
Colleton-I.

Williams. r

Darlington-2.

Epworth. r
Hartsville.
Dorchester-2.
St. George.

Summerville.

Edgefield-1.

Johnston.
Fairfield-1.

Winnsboro.

Florence-2.
Sardis. r

Timmonsville.

Georgetown-0.

Greenville-6.

Fountain Inn. *

Greer.
Locust. r
Mauldin. *
Simpsonville.
Taylors. r
Greenwood-1.
Ninety-Six. *
Hampton-2.

Brunson. *

Hampton.

Places marked thus "r" are rural; places marked thus "*" had fewer than 500 inhabitants in 1900; all other places were above 500 inhabitants,

Places marked thus "r" are rural; places marked thus "*" had fewer than 500 inhabitants in 1900; all other places were above 500 inhabitants.

A HIGH SCHOOL MONOGRAPH.

W. H. HAND.

(Published as a bulletin of the University of South Carolina.)

I. THE NEED OF HIGH SCHOOLS.

1. Every boy and girl in South Carolina has a right to the opportunity of attending a good high school, and should have the incentive to take advantage of that opportunity.

2. To the boy or the girl who wishes to prepare for college, the high school is indispensable. The student who enters college unprepared or ill-prepared is handicapped throughout his college course, and never gets out of his college life what he ought to get. The average college professor in South Carolina is already overtaxed with class-room work, and has no time to stop to drill students in high school subjects, even if he has the disposition to do so.

3. The boy or the girl who can not go to college needs the high school even more than does the one who is to go. The high school is the only higher schooling he is to get. In it he is to receive his training for intelligent citizenship, for industrial efficiency, and for social enjoyment.

4. The common schools need better teachers than they have. The colleges of the State could not furnish the common schools with teachers, if every college graduate were to teach for a term of five years. The high schools must furnish a large portion of these teachers.

5. Good high schools should be numerous enough to have one within reasonable reach of every fourteen-year-old boy and girl in the State. South Carolina needs today not fewer than 100 well equipped, efficient four-year high schools. The State has not 10 such schools.

6. More than one-half of all the high schools in the State offer but three years in the course of study. Fewer than one-half of these offer any but one course. It is safe to assert that not more than onethird of the high schools in the State have the teaching force sufficient to teach properly what they offer.

7. Very few of our high schools teach Greek, French, or German. Many of them teach no Physics, and a majority of those which attempt to teach it, do so with no apparatus. Botany is found in almost none, Chemistry in very few, and Economics in none. Physiology receives very scant attention, Bookkeeping and Business Methods are attempted in some, while Agriculture is sometimes attempted by teachers who have never studied the subject and who attempt to teach it from a little text-book. Industrial Training is rarely found.

8. Lack of good high schools keeps the colleges of the State in a chronic state of campaigning for students wholly unprepared to do college work. Statistics from the schools show that fully one-half of the students who enter the various colleges of this State have had not more than two years of high school training. Thus the standards of our colleges are kept low. The real significance of this is shown by means of a diagram given on the last page of this bulletin.

II. THE HIGH SCHOOL PUPIL.

1. A high school is a school for pupils who have reached at least their fourteenth year of age, and have been to school from fifty to seventy months, or have done an equivalent in study.

2. A high school is for pupils old enough and trained enough to begin to do some independent thinking in their studies. Ten- and twelve-year old pupils are not, as a rule, able to grapple successfully with high school studies.

3. The high school pupil differs from the grammar school pupil in the quality of his mind as well as in the matter of his age, therefore the character of his teaching must be different.

4. The pupil of the high school age has begun to take wider views of life and of the subjects which he pursues. He begins to put away childish things, and he needs the guidance of strong and experienced teachers.

5. Not all pupils have the same tastes, capacities, opportunities, or ambitions. God made them different, and it is disastrous to disregard these natural differences.

6. The high school exists, or should exist, for the benefit and service of its pupils. It has no other excuse for its existence. The welfare of the pupil should never be made subordinate to the school, but the school should be wholly subordinate to the interests of its pupils.