PAPERS ON PSYCHOLOGY AND EDUCATION 435 



carried very far ahead. But we have made an encourag- 

 ing beginning. In the past, tradition and formal disci- 

 pline have been the two outstanding criteria used for jus- 

 tifying the inclusion of certain subjects in the program of 

 studies as a whole, or in different curricula. Both of 

 these criteria have now been reduced to the minimum. 

 Every secondary school subject, at one time or another, 

 has been let into the list of offered subjects either on one 

 or both of the above grounds or counts, namely that of 

 tradition, or of mental discipline. But the point of em- 

 phasis has now been shifted so as to include a complex of 

 objectives involving cross-sections, — not mere sectors, — 

 of the whole of an individual's experience at different 

 stages of his in-school and post-school careers. 



Through such cross-sections of meaningful experience, 

 an attempt is being made through the presentation of 

 school curricula to summarize and interpret the activi- 

 ties of modern civilization and all of its dominating 

 phases, — scientific, social, civic, linguistic, literary, vo- 

 cational, aesthetic, moral, and religious. Modern cur- 

 ricula should represent a series of surveys of the whole 

 of the experiences of civilization at varying pupil levels 

 throughout the six or more years of secondary educa- 

 tion. Spinning wheel customs were different from those 

 which we find in our own aeroplane days of multiplely- 

 interrelated interests of one sort or another. Curricula 

 that once represented simple experiences must repre- 

 sent now complexes of many interests, ideas, and ideals. 



In the midst of differing environmental conditions and 

 the varying problems of one community from one gener- 

 ation to another, or the varying problems within the same 

 generation, a reliable method of procedure in determin- 

 ing present day worthy educational objectives is to be 

 found through making an analytical survey of all of the 

 activities involved within a given time, area, or commun- 

 ity, which bear upon the educational experience of the 

 learner. 



Seven objectives have been outlined by the N. E. A. 

 Committee in the "Cardinal Principles of Secondary 

 Education", published by the Bureau of Education, 

 namely: (1) Health, (2) Command of fundamental pro- 



