Evidently low grades of intelligence are most likely to be found in the lower grades. Is the elimination of low-grade children from the regular classes advantageous to them? It is sometimes argued that they gain from association with the bright children.
With regard to the bright children, it is pointed out that they may be pushed along too rapidly. How can this danger be avoided?
Are the elections of courses made by students in high school indicative of sex differences? What tendencies in economic life can be noted as bringing men and women to the same levels of occupation? Are these tendencies likely to change the conclusions reached in this chapter?
What types of school work are adjusted, even in the present school program, to the individual characteristics of pupils? How is the discussion to be related to the chapter dealing with the grouping of pupils? Is the argument of this chapter in favor of individual tutoring? How far should it be insisted that all the members of a class be kept together for a year in their attainments in arithmetic? in Latin? in English literature? in typewriting? in laboratory physics?
How far down in the elementary school can individual election of courses be organized with profit to the pupils? Could a medical school or an engineering course be organized on the elective plan?
Galton, Francis. Inquiries into Human Faculty and its Development. E. P. Dutton and Company. One of the earliest studies of individual differences in mental characteristics, with special emphasis on differences in mental imagery.
Thorndike, E. L. Educational Psychology (especially Vol. III). Teachers College.
Thorndike, E. L. Measurements of Twins. Science Press. A study of the degree to which individuals are alike.
[CHAPTER XIII]
PERIODICITY IN THE PUPIL’S DEVELOPMENT
Recognition of Periodicity in Present Organization
Both the school curriculum and the general organization of the school program in such matters as the length of class periods and the forms of order required, reflect the fact that the pupil passes through distinct periods or epochs in his physical and intellectual development. Each of these epochs requires that a certain type of subject-matter be used for instruction and that a certain type of school discipline be administered. There is a progressive maturing of the pupil and a corresponding broadening and deepening of the education which can be given him. The general outline of this maturing process will be reviewed in this chapter.