436 ILLINOIS STATE ACADEMY OF SCIENCE 



cesses, (3) worthy home membership, (4) vocation, (5) 

 citizenship, (6) worthy use of leisure and (7) ethical 

 character. Professor Bobbitt has added two objectives 

 to this list, and contends, furthermore, that it is possible 

 to break up these general objectives into a long list of 

 specific or particularized aims. One of the committees of 

 the North Central Association, representing unit cur- 

 ricula, has outlined four objectives which represent a 

 composite of those outlined by the N. E. A. Committee. 

 Professor Inglis outlines three. Professor Charters com- 

 bines ideals and activities as essential in the construction 

 of curricula. Professor Bonser evolves all curricula for 

 elementary education out of the world experiences which 

 have come to have meaning for the pupil. Professor 

 Snedden believes in the sociological determination of ob- 

 jectives. The Illinois High School Conference adopted 

 a fourfold set of objectives having to do with health, 

 wealth, association, and esthetic experience. 



So far there have been several profitable outcomes of 

 this attempt to redetermine objectives. These aims of 

 education are less vague than were most of those which 

 appeared in the past history of education. In the next 

 place, there is a distinct consciousness that the analysis 

 of the activities in which pupils do and will and should 

 engage, cannot be ignored when making curricula. In 

 the third place, it is recognized that certain objectives, 

 whether they be three, or four, or seven, or nine or more 

 in number, should be regarded as common or universal 

 for all individuals at certain stages of their educational 

 careers, no matter what may be their later vocations or 

 occupations. No subject matter can be justified per se, 

 apart from the pupil's- psychological and sociological 

 needs. Curricula, when outlined apart from consciously 

 recognized common and universal objectives in the junior 

 high school years of a pupil's schooling, represent an 

 enormous waste of time and effort. 



III. Junior-Senior High School Curricula in the 

 Making. 

 The previous remark with reference to the necessity of 

 agreeing upon certain common and universal objectives 



