" Corollary to that is the fact that the
same uniform conditions and requirements are often very unequal as
applied to different individuals. The equalization of educational
opportunity does not at all mean the same duplicated method or content
for all. That interpretation will controvert the very spirit and
purpose of the principle stated. Any inflexible scheme which attempts
to fashion all children into types, according to preconceived notions,
and whose perpetuity is rooted in a psychology based on the uniformity
of the human mind, simply must give way to the newer conception which
harmonizes with the psychic laws of the individual, or else continue to
waste much time and energy in trying to force pupils to accomplish
those things for which they have neither the capacity nor the
inclination. It is accordingly obligatory on the school to give
intelligent and responsive recognition to the wide differentiation of
social demands, and to the extent and the continuity of the individual
differences of pupils.
1. ORGANIZATION AND ADAPTATION IN RECOGNITION OF THE INDIVIDUAL
DIFFERENCES IN ABILITIES AND INTERESTS
If the school failures are to be substantially reduced, the teaching of
the school subjects with the chief emphasis on the pupil must surely
replace the practice of teaching the subjects primarily for their own
sake. This 'subject first' treatment must give place to the 'pupil
first' idea.
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