Abstract
ABSTRACT Interpretations of the significance of the Cardinal Principles report (1918) are frequently based on a contrast with the Committee of Ten report (1893) issued 25 years earlier. For the most part, the Committee of Ten report is interpreted as attempting to preserve an elitist form of secondary education dominated by the college‐entrance function. By contrast, the Cardinal Principles report is seen as helping to usher in an era of democratic secondary education. In fact, much of the development of secondary education in the USA has been consistent with that report's recommendations. In retrospect, however, the Cardinal Principles report's recommendations for a differentiated curriculum along with the license to expand secondary school course offerings almost indefinitely may not have been so democratic after all.
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