pils, 435, or 34 per cent, are not only under-age for the grade, but
they have progressed at more than normal speed. They are the
exceptionally capable pupils of the grade. At the other extreme we find
209 children, or 16 per cent of all in the grade, who need special
attention because they are both over-age and slow. Feeble-minded
children rarely advance beyond the second grade; hence we know that none
of these are feeble-minded, but among their number will be found many
who will be little profited by the ordinary curriculum; 110 of them are
already 12 years old, and 75 are 13 years old. A majority of them will,
in all probability, drop out of school as soon as they reach the age of
14, unless prior to that time some new element of interest is introduced
that will make a strong appeal; for example, some activity toward a
vocation.

A further study of the over-age column shows that 31 pupils, 2 per cent,
are over-age, but they have reached their present position in less than
usual time; while 63 of them, also over-age, have required the full five
years to reach their present grade position. Unless by limiting the
required work of these over-age pupils to the essentials, or by some
administrative arrangement involving special grouping with relatively
small numbers in a class, so that we can in the one case maintain, and
in the other case bring about, accelerated progress, there is little
likelihood that any large number will remain in school to complete the
ninth grade, much less take a high school course; for four years hence
their ages will range from 16 to 18 years. The 124 pupils who are of
normal age, but slow, are also subjects for special attention, for they
have repeated from one to three grades, or have failed to secure from
two to six half-yearly promotions, and are in danger of acquiring the
fatal habit of failure, if they have not already acquired it.

The superintendent then goes on to emphasize the imperative duty resting
on each principal, to examine and to understand the varying capacities
of individual children in his school. Without such an understanding real
educational progress cannot be made.

This study is most illuminating. Nothing could more effectually show
variation in individual children than the difference in one city grade
of the most obvious of characteristics--age and progress in school. The
infinitely greater variations in the subtle characteristics that
distinguish children can be more