, 1923-06-14
SUPERINTENDENT'S REPORT
Continued from Page Nine)

some children were Inherently less
intelligent than others,-this had, of
course, been revealed before, even IL
less exactly, by simple observation
it was realized that 1t would be adj
vantegeous to establish backward
classes; and this vas gradually
done in most schools. But now we
know that it is no less advantageous
to provide special opportunities for
forward" pupils-to establish for
ward as well as backward class
es.".
'This has been criticized as I'M
democratic, as fayoring the smart
at the expense of the stupid. But
1t is not at the expense of the stu
pid. 1t is as much to their advan-
tage as to the advantage OF the
smart, for it relieves them of try
ing to do the impossible, and hence
of becoming hopeless because of fail
ure to achieve it. And it gives them
opportunity to make the very most
of their possibilities. 1t is demo-
cratic in the highest degree to give
to every child the opportunity to
make the most and best of himself.
1t is undemocratic, unfair to the
child and harmful to the nation, to
limit the child of superior intelli-
gence to the pace of the child of in
ferior intelligence. And u pres
cnt School-system does just that.
Equal opportunities for all child
rem to make the utmost out of their
varying inherent mental-capacity,
through suitable environment and
education, is real democracy in edu-
cation"
In considering the problem of
grouping or classifying school child
rpn according to their ability to do
school work, 1t Is necessary t" con-
slider the chronological age as well
as the mental age. The grouping &C
oording to chronological age is found
in the age-grade table. The distri-
button according to mental age is
determined by the use of intelli-
gence tests. Let us consider first
the age-grade table, made but in
January. 1923, which gives three
groups of children, namely those that
r N normal or average age for
that grade. those that are retarded
or who are too old for their grade.
and those who are accelerated or 100
young for their grade. OF these
groups. the only one that we need
be concerned about particularly. is
the retarded or average group. The
Significance of average is as fol-
lows:
a The average pupils usually
leave school before completing their
school course or graduating.
b. The instruction is generally not
w~ell-adapted to them.
g, These pupils are apt to be a
burden to the teacher as we'll as
holding the entire class back.
d Oyer-agness affects seriously
the number of pupils who get into
the high school.
But a more accurate index OF in
dividual as well as group abilities
is found by ascertining the mental
age. which is secured thru the use
OF intelligence tests. The group in
telligence tests are OF value for var
ious reasons among which may be
mentioned the following:
a. To discover sub-normal child
rem. Such children who are unable
to do the regular school work or keep
up with the other children of their
age should be placed in an "ungrad-
ed group under n special teacher
who win give them the kind of work
that IL adapted to them.
b. To Discover superior children.
Such children should be given ad-
ditional work or promoted according
to their ability.
C. For closer classification and
grading. The results of these tests
furnish a check on the teachers
Judgment In marking or grading the
pupils.
d.. To determine II children arc
working up to their natural capa-
city or not. II often happens that
pupils are not kept busy enough and
consequently they get into habits OF
mental l~aziness.
In connection with this topic I
wish to say that mid-year promot-
ions would solve several OF our pro-
bloms. and would recommend that
Tho school be organized on this basis
"a soon rs IL Is large enough.
In the year l920-21 the Otis Group
Intelligence Tests were given to tn.
9hule school, from the frs, grade
.'.1rrh thr Nigh school. The results
ot those Tests can be found by consult
ing thn sgp"rin'pndonts' annual re,
Tort L.. May. 1921 This year tn,
group iuirlsiE. nee tests were given
only in the following graGes; on &C,
count OF q lack OF time:-Kindcr.
garteB: Fifth. Sixth, Seventh. Eight
Grades. and First Year High Sohoo
Students.
Those two charts or tables (th'
aEo-grndo table and the table OF In
toiigcncc tcstsl show clearly tn,
problem OF individual differences
-mong school children. what arr
the remedies for this condition. Tn,
following solutions are offered b,
many schools today who have ,ric,
them out:
n, Special Glasses or ''ungradc,
Croup5." These classos consist o
those pupils who are ut the lowe
enc OF the scale and who do not n
into the regular curriculum As
result they cannot do the require,
work. they got discouraged aud los,