1. Adequate vital statistics. These should include an authentic record of data touching (a) birth and parentage; (b) physical characteristics, health, development; (c) temperamental peculiarities; (d) mental traits, or predispositions; (e) moral characteristics. Critical data covering these matters should be made obligatory upon parents or guardian. Such data would be of inestimable value to the teacher at every step in the course of instruction and should cover the period from birth to school age.
2. A school census. From the time of school entrance and through the entire course of the grades there should be a permanent record of (a) rate and character of progress; (b) mental aptitudes or peculiarities; (c) temperamental or moral traits. During this time there would be ample opportunity for application of the Binet tests of mental capacity. Such a record would afford a real insight into the mental pedigi'ee, which, compared with that of the nursery period, should afford some insight into hereditary antecedents.
3. A high school census. Upon entry into the high school its staff would have at command a body of fairly trustworthy data as to the general character and capacity of every pupil. It would thus become practicable from the first to advise intelligently each one as to the type and character of course to be pursued, i. e., whether academic or vocational, literary or scientific, or whether discouraged concerning either. At any rate, both principal and teacher would be advised in advance as to prospects and probabilities, and thus forearmed to meet the issues. Thus qualified we should be saved from an expedient recently invoked of lowering the passing grade of the high school in order to encourage (?) dull pupils against truancy or abandoning the course, and then defending the method by the assertion that the apparent lowering of the standard was only such in form, that examinations would be made correspondingly more difficult! Such a subterfuge calls for no special comment! As in the grades, so in the high school, a similar record should be as rigidly kept, adding such data as the advanced age of the pupil might naturally afford, e. g., as to prospective vocation, peculiarities, moral traits, etc.
4. A college census. Already there is much available data touching various aspects of actual progress and subsequent history. Much more is needed along these lines. There has been far too much boasting concerning subsequent capacity of college-bred people. This has lent itself effectively to the college agent or president in his endless appeal for resources, for students, etc. Let there be developed a thoroughly reliable body of facts touching every aspect of college or university pretension. Let it include data no loss critical concerning social, athletic, fraternity affairs, and followed later by equally critical details as to subsequent professional distinction.
The scholastic pedigree furnished by the applicant for admission to
