JAMA. 1927;89(8):624-625. doi:10.1001/jama.1927.02690080056018.
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The unique place acquired by education in this country, in comparison with what now prevails in Europe, has become the subject of widespread discussion. The rising flood of prospective pupils at the gates of institutions of learning, from the high schools and junior colleges up to the establishments of collegiate grade and the universities, obtrudes itself on every critical observer. According to a recent estimate,1 only an insignificant fraction of those who attend the elementary schools in Europe go on to any form of secondary school, unless to learn a trade. Here, on the other hand, more than three fourths of the children who complete the highest elementary grade enter the high school, and probably one fifth of the youth of the United States of the proper ages actually complete the high school course. It is alleged that perhaps one out of every three children is in high school,


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