Excerpt from The Pedagogical Seminary, Vol. 24: A Quarterly International Record of Educational Literature Institution and Progress
There is perhaps no more important problem for education than that of the physiological development of children during the school age. It would seem that the rate of growth sets a limit to learning beyond which the skill of the teacher can not go. For since the work of Porter (20) there has been good reason to believe that learning is not only conditioned by growth but that in these earlier years the rate of physiological maturing and that of mental development are closely related. Not only this early study but the later work of Smedley (24), Crampton (7), Goddard (13), Arnold (1) and others show that physical and mental retardation go together. The work of Gilbert (12) on the other hand would indicate that the reverse is true. Whether or not these differences in conclusions are due to technique and methods of classification is still a problem. It would seem that there ought to be a close agreement between the grade position of a pupil and the teacher"s estimate of his ability, yet the conclusions of investigators using these two methods of classification are not in agreement.
A preliminary investigation of the writer (9) using the grade age method of classification agreed in the main with the conclusions of Porter (20) and Smedley (24). It was noticed in this study that the vital indices of those children below grade averaged much lower than that of those above grade. A study was accordingly begun using the menial age as the basis of classification.
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