Excerpt from School Organization and the Individual Child

Within the past few years we have been coming to measure education by a new standard, the standard of individual achievement. This means that we have begun to differentiate the abilities of children, and to estimate the success of school work, not in terms of a general standard, but in terms of what each individual is able to do within the range of his own ability. This new standard has made necessary a modification of school organization, and there now appear schools for gifted children, for ordinary children, for slow and backward children, and for mentally defective children, and within these groups there are various forms of procedure for meeting more efficiently the needs of the members of each group.

The present volume undertakes the task of presenting in a somewhat detailed manner the various plans that have been evolved to make school organization fit the needs of the boys and girls both normal and abnormal that are enrolled as pupils in the public schools.

The part of the book dealing with plans of classification and adaptation brings together information from many different sources, information that every school executive must have to make his work intelligently efficient. In interpreting such a large mass of material, doubtless, mistakes have been made; the writer hopes that they are not such as to interfere with the general usefulness of the book.

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