GENERAL PAPERS 87 
general but the selection of the course by the student is 
essentially the same as having none of the courses required. 
Table LV shows what percent. the enrollment in each course 
is of the total enrollment of the year or grade in which the 
course is offered. Generally speaking, each biological subject 
is taken by about one-half of the pupils in Illinois high schools. 
Tables I, 11, and III show a general lack of uniformity in the 
organization of biological courses in Illinois high schools. This 
lack of uniformity seems to indicate a diversity of opinions 
regarding the aim or value of biology on the part of biology 
teachers, high school principals, and superintendents. If this 
be the true state of affairs, the low percentage of enrollment in 
biological courses is not so surprising. 
TABLE I. 
SEQUENCE OF COURSES 
Number 
Sequence of Schools 
ETAIRIDE NY, COOOL YT DOLADI So \liialek vies bila mete sider 86 
PRO DAINY ZOOLORY, cD MY MIOLO RY 666 5) 's aja leh sista pe min’ wel ates Asim awl 39 
PUESRIOLODY. HOTRIED ZOMOLY seo nid eles akin wen sk ee baielbe so 19 
POnoOey, DOLLY). DY RIOLOT <a \Nate sis. 'sie toa Sob s ihn she a eeca 5 
PELE, API VSLOLONY s ZOOLOR Ys Wir pac tiok cide stk sc oi Males Wee tame 4 
MOGlOPY, PUY SIOIOZ Vy DOING Oo dae sick sale whe ON ise oui bes oad 3 
Zoology, physiology and botany parallel................. 2 
Zoology and physiology parallel, botany................. 1 
Zoology and botany parallel, physiology................. 1 
Botany, zoology and physiology parallel................. 1 
Physiology, botany and zoology parallel................. 1 
Physiology and botany parallel, zoology................. 1 
eM PRE PIADEREIOL © Siu keh al aca ds Weck ain P a eek, bash ah lat oh Cae aw he 
Peary NIOLOS YT ‘OLHEPA: OPLIQUAL 1.006 aia! vdn io siuiy ated Seley ow ee 5 
~ Seren ty 4 Coe 
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