The individual differences discussed up to this point may be described as native differences. In addition, there are differences which appear in the course of training. These, in turn, divide into two classes. There are differences which seem to result from varying degrees of mastery of the subjects taken in school, and there are differences in taste and outlook which arise as the pupils mature to the point where they begin to exhibit personal ambitions.
Recent studies of attainments of pupils in school subjects show how striking are the differences among individuals. For example, it is shown in the Cleveland survey that in the fifth grade of one and the same school there are pupils who read orally only 7, 8, or 9 lines in a minute, while others read orally 19 or 20 lines. In silent reading the variations are even greater, covering rates from as low as 4 lines a minute to as high as 40 lines.[60] What is true of reading is true in equal degree of all the other subjects. The facts are graphically shown in Fig. 13.
Fig. 13. Individual differences in the number of lines read in a minute by pupils in the fifth grades of two schools
Each small square with a number represents an individual; the number indicates the lines which he was able to read in a selected passage in one minute
The type of individual difference which develops when pupils begin to look forward to their places in the practical world is of great significance in organizing school work. School experience in this matter is clearly reflected in the following resolution adopted in 1915 by the Department of Superintendence of the National Education Association:
Resolved, That we note with approval the increasing tendency to establish, beginning with the seventh grade, differentiated courses of study aimed more effectively to prepare the child for his probable future activities. We believe that as a result of these modifications a more satisfactory type of instruction will be developed and that a genuine economy of time will result.[61]
The differentiation of the curriculum here demanded is required in order to keep in school those pupils who have reached the point where any simple uniform curriculum would fail to furnish the variety which they require to meet their developing tastes and their demands for special training.
Democratic Recognition of Individual Differences
The differentiation of the courses for individual pupils was at one time thought to be contrary to the democratic principle that all pupils must be treated alike. We are coming to see that a democracy has need of many kinds of people and that the truest expression of the principle of equal treatment is through liberal provision for individual differences.
EXERCISES AND READINGS