438 ILLINOIS STATE ACADEMY OF SCIENCE 



tribution of curricular time such as follows in the so- 

 called general curriculum of the junior high school : 



B A 

 Health (gymnasium work, hygiene, safety education).. 16.6 16.6 

 Auditorium (centralizing, integrating, curricular activ- 

 ity of the school ) 6.6 6.6 



Social science (history, civics, elementary economics, 



and sociology) 16.6 16.6 



Exact science (mathematics, general science) 23.3 20.0 



Languages (English, foreign languages) 16.6 13.3 



Vocational (Shops, mechanical drawing, home econom- 

 ics, commercial ) 13.3 20.0 



Fine arts (art, design, music) 6.6 6.6 



The adaptation of subject matter to the individual dif- 

 ferences of pupils is worthy of consideration in the jun- 

 ior high school cycle as well as in the senior cycle and 

 will be referred to again under the next section. 



However, before leaving the topic of curriculum con- 

 struction with special reference to the junior high school, 

 one suggestion is worthy of further consideration. One 

 almost unpardonable sin committed by the traditional 

 curriculum formulator ivas that he planned separate com- 

 partment programs of studies for the elementary , sec- 

 ondary, and higher schools, respectively, and so unduly 

 vivesected the pupil's learning process. Another sin of 

 almost equal proportions and closely related to the first 

 was that of the mere duplication and repetition of sub- 

 ject matter on non-increasing psychological levels. In 

 the remaking of the curricula of secondary education, 

 there shoidd be no abrupt demarcations represented be- 

 tween elementary and secondary schools, or between sec- 

 ondary schools and junior colleges. Education should be 

 regarded as a unit in the large, divided for convenience 

 of administration, into sub-units. This leads naturally 

 to the statement that each pupil should be well trained 

 in a sequential order in two or more subjects throughout 

 the secondary school. In this way the principle of pro- 

 gression and sequence can be utilized in the organiza- 

 tion of subject matter. One outstanding limitation and 

 weakness of the program of studies of the junior high 

 school at the present time is that in the minds of many 

 persons, it merely represents a mass and maze of the 

 so-called enriched curriculum materials which have ac- 

 cumulated in such fields, for example, as general science 



