Courses of Instruction in Relation to the Problem of Grouping
We find ourselves led by the discussion of groupings to a consideration of different levels of difficulty in subjects of instruction and to the rate of progress of each individual in each subject. The teacher in the one-room school has no difficulty in seeing the wisdom of holding together those pupils who have a common grade of knowledge in geography. In like fashion the class in arithmetic must be as homogeneous as possible. There is, however, no recognized demand that a certain section of geography be coupled in the education of any child with any particular section of arithmetic. Pupils are grouped in the one-room school with reference to each subject considered by itself.