9. What may be expected in the way of achievement from two children of widely different heredity but of equal training?
10. For what factor in education is the environment most responsible? Why?
11. If you grant that original nature is the primary cause of individual differences in intellectual achievements, how would you define the work of the school?
12. Why are you not justified in grouping children as bright, ordinary, and stupid?
13. Will a boy who has unusual ability in music certainly be superior in all other subjects?
14. Why are children who skip a grade apt to be able to skip again at the end of two or three years?
15. Are you able to distinguish differences in type of mind (or general mental make-up) among the children in your classes? Give illustrations.
16. What changes in school organization would you advocate for the sake of adjusting the teaching done to the varying capacities of children?
17. How should a teacher adjust his work to the individual differences in capacity or in achievement represented by the usual class group?