experience of the writer. The children of Cleveland need this genuine
training in reading.

Reading in the high schools needs very much the same sort of
modernization. There are more kinds of literature than classical
belles-lettres, and perhaps more important kinds. We would not
advocate a reduction of the amount of aesthetic literature. Indeed, the
young people of Cleveland need to enter into a far wider range of such
literature than is the case at present. But the reading courses in
high schools should be built out in ways already recommended for
elementary schools.

The training, however, should be mainly in reading and not in
analysis. The former is of surpassing importance to all people; the
latter is important only to certain specialists. And, what is
more, fullness of reading and right ways of reading will accomplish
incidentally most of the things aimed at in the analysis.

The following table of the reading outline of the High School of
Commerce is a fair sample of what the city is doing. Note how much
time is given to the reading and analysis of the few selections
covered in four years.

TABLE 3.--WEEKS GIVEN TO READING OF DIFFERENT BOOKS IN HIGH SCHOOL OF
COMMERCE

Weeks to read
First Year
Ashmun's Prose Selections 9
Cricket on the Hearth 5