In the high schools the clear tendency is to introduce more of the industrial and commercial geography and to diminish the time given to the less valuable physiography.  The development is not yet vigorous.  The high school geography departments, so far as observed, have not yet altogether attained the social point of view.  But they are moving in that direction.  On the one hand, they now need stimulation; and on the other, to be supplied with the more advanced kinds of such material equipment as already suggested for the elementary schools.

DRAWING AND APPLIED ART

The elementary schools are giving the usual proportion of time to drawing and applied art.  The time is distributed, however, in a somewhat unusual, but probably justifiable, manner.  Whereas the subject usually receives more time in the primary grades than in the grammar grades, in Cleveland, in quite the reverse way, the subject receives its greatest emphasis in the higher grades.

Table 10.—­Time given to drawing
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br> | Hours per year | Per cent of grade time|
Grade |-----------------------------------------------
| Cleveland | 50 cities| Cleveland | 50 cities |
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br> 1 | 47 | 98 | 6.5 | 11.3 |
2 | 47 | 54 | 5.3 | 6.0 |
3 | 47 | 56 | 5.3 | 6.2 |
4 | 47 | 53 | 5.3 | 5.5 |
5 | 57 | 50 | 6.4 | 5.2 |
6 | 57 | 50 | 6.4 | 5.1 |
7 | 57 | 50 | 6.4 | 5.0 |
8 | 57 | 49 | 6.4 | 4.9 |
===========================================================<
br> Total | 416 | 460 | 6.1 | 6.1 |
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/i>

Drawing has been taught in Cleveland as a regular portion of the curriculum since 1849.  It has therefore had time for substantial growth; and it appears to have been successful.  Recent developments in the main have been wholesome and in line with best modern progress.  The course throughout attempts to develop an understanding and appreciation of the principles of graphic art plus ability to use these principles through practical application in constructive activities of an endlessly varied sort.

Occasionally the work appears falsetto and even sentimental.  It is often applied in artificial schoolroom ways to things without significance.  General grade teachers cannot be specialists in the multiplicity of things demanded of them; it is not therefore surprising that they sometimes lack skill, insight, ingenuity, and resourcefulness.  Too often the teachers do not realize that the study of drawing and design is for the serious purpose of giving to pupils a language and form of thought of the greatest practical significance in our present age.  The result is a not infrequent use of schoolroom exercises that do not greatly aid the pupils as they enter the busy world of practical affairs.