To have a sound and complete philosphy of education is a relative must for all people concerned with the teaching of children. Fortunate is the school whose administration and faculty have in common a functional definition of the term "curriculum" and its place in their total philosophy of education. The school program of only a few decades ago consisted of the strict disciplinary type of teaching, with only a few available subjects which were intended to develop the total capactities of the student. The new philosophy recognizes the variation in students as individuals. One must not assume that there is an "only" philosphy of education, nor is there a final definition of terms. But rather, these are progressive products of learning and experience. The purpose of this thesis is to study the curricular balance of certain Utah high schools during the year 1941 to 1951. These particular years cover one part of a year's peace and all of the war years. These years should provide chaning needs of society as well as the needs and desires of high school students. This study hopes to discover if the high schools or their students made a common response to the similar events of time and location. It is the purpose of this study to see how each school responded to time elements of the environment and also to compare all schools to see if common patterns of response are present.