Psychology now generally
recognizes the existence of what the general school procedure implies
does not exist, namely, the wide range of individual differences.
The situation clearly demands that our public schools shall not, by
clinging to precedent and convention, fall notably behind industry and
government in appropriating the fruits of modern scientific research.
As the doctor varies the diet to the needs of each patient and each
affliction, so must the school serve the intellectual and social needs
of the pupils by such an organization and attitude that the selection
of subjects for each pupil may take an actual and specific regard of
the individual to be served. The change all important is not
necessarily in the school subject or curriculum, but rather a change in
the attitude as to how a subject shall be presented--to whom and by
whom. The latter will also determine the character of the pupil's
response and the subject's educational value to him. By securing a
genuine response from the pupils a subject or course of study is
thereby translated into pupil achievement and human results. The
authority of the school is impotent to get these results by merely
commanding them or by requiring all to pursue the same subject. An
experience, in order to have truly educational value, must come within
the range of the pupils comprehension and interest. Quoting Newman,[55]
"To get the most out of an experience there must be more or less
understanding of its better possibilities.
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