is given to capable children with
respect to both the quantity and quality of work demanded of them,
together with provision for having them segregated in special classes or
passed through the school system with greater rapidity than is now
common. In an elementary school with which the writer is acquainted, and
in which there were four fifth grades, it was discovered during the past
year that in one of these fifth grades in which the brighter children
had been put they had achieved more in terms of ability to solve
problems in arithmetic, in their knowledge of history and geography, in
the quality of English composition they wrote, and the like, than did
the children in any one of the sixth grades. In this school this
particular fifth grade was promoted to the seventh grade for the
following year. Many such examples could be found in schools organized
with more than one grade at work on the same part of the school course,
if care were taken to segregate children in terms of their capacity. And
even where there is only one teacher per grade, or where one teacher
teaches two or three grades, it should be found possible constantly to
accelerate the progress of children of more than ordinary ability.

The movement throughout the United States for the organization of junior
high schools (these schools commonly include the seventh, eighth, and
ninth school years) is to be looked upon primarily as an attempt to
adjust the work of our schools to the individual capacities of boys and
girls and to their varying vocational outlook. Such a school, if it is
to meet this demand for adjustment to individual differences, must offer
a variety of courses. Among the courses offered in a typical junior high
school is one which leads directly to the high school. In this course
provision is made for the beginning of a foreign language, of algebra,
and, in some cases, of some other high school subject during the seventh
and eighth years. In another course emphasis is placed upon work in
industrial or household arts in the expectation that work in these
fields may lead to a higher degree of efficiency in later vocational
training, and possibly to the retention of children during this period
who might otherwise see little or no meaning in the traditional school
course. The best junior high schools are offering in the industrial
course a variety of shop work. In some cases machine shop practice,
sheet metal working, woodworking, forging, printin