Inherent in the middle school philosophy is the recognition that students vary widely in their stages of physical, cognitive, and affective development. A special school is needed to meet the unique requirements of these transitional youth. The history and present trends of the middle school reflect dissatisfaction with the junior high school. A chapter on the middle school program distinguishes between general notions of curricular theory and specific curricular practices. The first part discusses three different curricula. The second part of the chapter takes up a discussion of some of the innovative classroom organization and teaching practices that have become almost synonymous with the middle school movement. The lack of special inservice education for middle school teachers, principals, and counselors is attributed to lack of commitment and initiative by colleges of education and state education departments. The report concludes that the real issue in intermediate education is whether any of the progressive reforms of the middle schools and junior highs will be retained during a period of economic retrenchment in school districts. (Author/MLF)