Almack, James L.2023-06-282023-06-281920-07-19https://hdl.handle.net/1794/2845494 pagesThe rise of every system of universal public education has compelled the development of a system of grading and grouping shereby relatively large numbers of children of approximately the same pedagogical status may be handed in a single class; some such arrangement would seem to be inevitable if economy of time and money is to be secure. No one conversant with the situation, however, will contend that the pupils of a given grade and our ordinary public school classes are alike or even very similar to one another in range of information, in susceptibility to training, or in general intelligence. On the contrary, everyone will admit that a considerable inequality exists in these respects, so that, while we gain by our system of grade grouping in one way, we lose by the same system in another way. One of the most significant of modern tendencies in educational administration is from field and the attempts which are being made to adjust the subject matter and methods of the school to the varying needs and capabilities of the children whom it is the purpose of the school to serve. Instead of holding to a rigid scheme of graduation, adjusted to the theoretical average or normal child, to which all children must be made to conform, many of those who are in charge of public school systems are coming to see the advisability of making a more flexible arrangement and a more careful adjustment to the varying aptitudes and capacities of the members of the school population. In other words, there is going on something which has been termed the “psychologizing of school organization closed quote as well as school instruction.enCreative Commons BY-NC-ND 4.0-USadvancement planninggifted children's programschild developmentThesis / Dissertation